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Core-Plus Mathematics Project
Core-Plus Mathematics is a comprehensive high school mathematics program consisting of a four-year series of print and digital student textbooks and supporting materials for teachers, developed by the Core-Plus Mathematics Project at Western Michigan University, with funding from the National Science Foundation. Each text consists of a significant common core of mathematics and statistics for all students, ''plus'' extensions of core content to challenge the most motivated and able students. The Core-Plus development team consisted of mathematics educators, mathematicians, and statisticians from several U.S. universities.
From 1992 to 2015, several updated revisions and editions were developed with advice and contributions from curriculum developers, mathematics teachers, mathematicians, statisticians, and mathematics education researchers, informed by formative evaluation findings from field testing nationally in urban, suburban, and rural schools. The first edition, entitled ''Contemporary Mathematics in Context: A Unified Approach'', was completed in 1999. The third edition, entitled ''Core-Plus Mathematics: Contemporary Mathematics in Context'', was published by McGraw-Hill Education in 2015.
== Key Features ==
The first edition of ''Core-Plus Mathematics'' was designed to meet the curriculum, teaching, and assessment standards from the National Council of Teachers of Mathematics〔National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.〕〔National Council of Teachers of Mathematics. (1991). Mathematics professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.〕〔National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.〕〔National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.〕 and the broad goals outlined in the National Research Council report, ''Everybody Counts: A Report to the Nation on the Future of Mathematics Education''.〔National Research Council; Mathematical Sciences Education Board; Board on Mathematical Sciences and Their Applications. (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: The National Academies Press.〕 Later editions were designed to also meet the American Statistical Association ''Guidelines for Assessment and Instruction in Statistics Education'' (GAISE)〔Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Scheaffer, R. (2007). Guidelines for assessment and instruction in statistics education. Alexandria, VA: American Statistical Association.〕 and most recently the standards for mathematical content and practice in the ''Common Core State Standards for Mathematics'' (CCSSM).〔Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.〕
The program is a problem-based, technology-rich, four-year college-preparatory program with an emphasis on teaching and learning mathematics through mathematical modeling and mathematical inquiry. Each year, students learn mathematics in four interconnected strands: algebra and functions, geometry and trigonometry, statistics and probability, and discrete mathematical modeling.〔Fey, J., & Hirsch, C. (2007). The case of Core-Plus Mathematics. In C. Hirsch (Ed.), Perspectives on the design and development of school mathematics curricula (pp. 129–142). Reston, VA: National Council of Teachers of Mathematics.〕〔Maurer, S. & McCallum, W. (2006). Advising a precollege curriculum project. Notices of the AMS, 53(9), 1018–1020.〕
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