Last Updated: 8 August 2014



The Core-Plus Mathematics Project has completed a new Common Core State Standards (CCSS) edition of Core-Plus Mathematics. Course 1, Course 2, Course 3, and Course 4 (Preparation for Calculus) texts are now available for review. For an overview of new and continuing features of this award-winning series, see Key Features.
The Core-Plus Mathematics development team members have completed design, development, field testing, and refinement of a new, innovative fourth-year course, Transition to College Mathematics and Statistics, for college-bound students whose intended program of study does not include calculus. The flexible text has been designed for, and evaluated with, students who have completed an algebra, geometry, and advanced algebra sequence of courses and with students who have completed the first three courses of an integrated sequence. The complete program will be available for the 2014–15 school year.



For onsite professional development facilitated by experienced CPMP facilitators, contact your McGraw-Hill sales representative or any of the facilitators listed here.



A study in the February 2014 (Vol. 85, Issue 2) journal Educational Studies in Mathematics compares the development of quadratic functions and equations in the South Korean National curriculum with that in Core-Plus Mathematics. The content, number of topics, and individual mathematical tasks were analyzed. The results show Korean students learn some topics relatively earlier than students using Core-Plus Mathematics. However, the Core-Plus Mathematics textbooks include more problems requiring explanations and various representations and more problems requiring higher level cognitive demand.
The July 2013 issue of the Journal for Research in Mathematics Education (JRME) reports a carefully controlled study in which Core-Plus Mathematics Course 2 students scored significantly higher than their counterparts studying Geometry on a standardized assessment of conceptual understanding and problem solving. This study is an extension of the study published in the March 2013 JRME. See below.
The March 2013 issue of the Journal for Research in Mathematics Education reports a carefully-controlled study in which Core-Plus Mathematics students performed significantly better on a Test of Common Objectives, on a Problem Solving and Reasoning Test, and on the standardized test, ITED Mathematics: Concepts and Problem Solving than did students from publisher-produced, single-subject texts from Glencoe, Holt, McDougal Littel, and Prentice Hall.
     The multi-year study followed as close as possible the recent recommendations on evaluating curricular effectiveness from the National Research Council.
Commissioned independent University of Texas Dana Center study rates the Core-Plus Mathematics three-year program highest in terms of alignment with the CCSS for content standards and the standards for mathematical practice.
Key Evaluation and Research Findings summarizes main research and evaluation findings regarding the efficacy of Core-Plus Mathematics in promoting student learning and college and career readiness. (Updated April 2014.)



Common Core State Standards for Mathematics (CCSS)
   • Alignment of Core-Plus Mathematics: Course 1, Course 2, Course 3, and
     Course 4: Preparation for Calculus with the CCSS
   • A CCSS Pathway through Core-Plus Mathematics
NCTM Past-President Michael Shaughnessy's President's Corner essays provide strong support for the organization and focus of Core-Plus Mathematics:

March, 2011: "An Opportune Time to Consider Integrated Mathematics"
February, 2011: "Endless Algebra—the Deadly Pathway from High School Mathematics to College Mathematics"

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