This book reports on a study of two high school mathematics curricula that were compared to determine whether there are any differences in teaching from a traditional, skilled-based curriculum and a reform, problem-solving curriculum. Participating in the study were eighty- two students in grade eleven who were enrolled in their third year of college preparatory mathematics. An analysis of test scores found no significant difference between students who were taught using a traditional mathematics curriculum and students who were taught using a reform curriculum. In order to meet the needs of all students, teachers need to employ a variety of strategies to be successful.
Kyndall Brown has 13 years teaching experience in secondary urban classrooms in Los Angeles Unified School District. He is currently the Director of the UCLA Math Project and a recent graduate of the UCLA Graduate School of Education and Information Studies where he provides professional development as a mathematics teacher consultant.