# Studies Involving UCSMP Textbooks

## Research Reports by UCSMP-Associated Personnel

- Fan, L., & Kaeley, G. S. (2000). The influence of textbooks on teaching strategies: An empirical study. Mid-Western Educational Researcher, 13(4), 2-9.
- Fan, L., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational Studies in Mathematics, 66, 61-75.
- Flores, P. V. (1990, April). How Dick and Jane perform differently in geometry: Test results on reasoning, visualization, transformation, applications, and coordinates. Paper delivered at the Annual Meeting of the American Educational Research Association, Boston. (ERIC document ED 320 915)
- Hauser, L., & Thompson, D. R. (2015). Precalculus students’ achievement when learning functions: Influences of opportunity to learn and technology from a University of Chicago School Mathematics Project study. In S. M. Che & K. A. Adolphson (Eds.), Proceedings of the 42nd Research Council on Mathematics Learning Conference (pp. 166-173). Las Vegas, NV. (available at http://web.unlv.edu/RCML/2015Proceedings.pdf)
- Hedges, L. V., Stodolsky, S. S., Mathison, S., & Flores, P. V. (1986). Transition Mathematics Field Study. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Hirschhorn, D. B. (1992). Implementation of the first four years of the UCSMP secondary curriculum. Unpublished doctoral dissertation, University of Chicago.
- Hirschhorn, D. B. (1993). A longitudinal study of students completing four years of UCSMP mathematics. Journal for Research in Mathematics Education, 24, 136-158.
- Hollowell, K. A., & Duch, B. J. (1991, April). Functions and statistics with computers at the college level. Paper delivered at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC document ED 336 090)
- Mathison, S., Hedges, L. V., Stodolsky, S. S., Flores, P., & Sarther, C. (1989). Teaching and learning algebra: An evaluation of UCSMP Algebra. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Senk, S. L. (1989). Assessing students’ knowledge of functions. In C. A. Mahrer, G. A. Goldin, & R. B. Davis (Eds.), Proceedings of the Eleventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 181-187). (ERIC document ED 411 133)
- Senk, S. L. (2003). Effects of the UCSMP secondary school curriculum on students’ achievement. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 425-456). Mahwah, NJ: Lawrence Erlbaum.
- Senk, S. L., & Thompson, D. R. (2006). Brief report: Strategies used by second-year algebra students to solve problems. Journal for Research in Mathematics Education, 37, 116-128.
- Senk, S. L., Thompson, D. R., & Wernet, J. (2014). Curriculum and achievement in Algebra 2: Influences of textbooks and teachers on students’ learning about functions. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 515-540). Heidelberg, Germany: Springer.
- Thompson, D. R. (1992). An evaluation of a new course in precalculus and discrete mathematics. Unpublished doctoral dissertation, University of Chicago.
- Thompson, D. R. (1996). Learning and teaching indirect proof. The Mathematics Teacher, 89, 474-482.
- Thompson, D. R., & Senk, S. L. (2001). The effects of curriculum on achievement in second-year algebra: The example of the University of Chicago School Mathematics Project. Journal for Research in Mathematics Education, 32, 58-84.
- Thompson, D. R., & Senk, S. L. (2009). Documenting curriculum implementation: A case study from UCSMP Geometry. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 847-854). Atlanta, GA: Georgia State University.
- Thompson, D. R., & Senk, S. L. (2014). The same geometry textbook does not mean the same classroom enactment. ZDM: The International Journal on Mathematics Education, 46(5), 781-795.
- Thompson, D. R., & Senk, S. L. (2015). An evaluation of the third edition of UCSMP Algebra. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Thompson, D. R., & Senk, S. L. (in preparation, a). An evaluation of the third edition of UCSMP Advanced Algebra. Chicago, IL: University of Chicago School Mathematics Project.
- Thompson, D. R., & Senk, S. L. (in preparation, b). An evaluation of the third edition of UCSMP Functions, Statistics, and Trigonometry. Chicago, IL: University of Chicago School Mathematics Project.
- Thompson, D. R., & Senk, S. L. (in preparation, c). An evaluation of the third edition of UCSMP Geometry. Chicago, IL: University of Chicago School Mathematics Project.
- Thompson, D. R., & Senk, S. L. (in preparation, d). An evaluation of the third edition of UCSMP Precalculus and Discrete Mathematics. Chicago, IL: University of Chicago School Mathematics Project.
- Thompson, D. R., & Senk, S. L. (in preparation, e). An evaluation of UCSMP Pre-Transition Mathematics. Chicago, IL: University of Chicago School Mathematics Project.
- Thompson, D. R., Senk, S. L., & Johnson, G. (2012). Opportunities to learn reasoning and proof in high school mathematics textbooks. Journal for Research in Mathematics Education, 43(3), 253-295.
- Thompson, D. R., Senk, S. L., Witonksy, D., Usiskin, Z., & Kealey, G. (2001). An evaluation of the second edition of UCSMP Advanced Algebra. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Thompson, D. R., Senk, S. L., Witonksy, D., Usiskin, Z., & Kealey, G. (2005). An evaluation of the second edition of UCSMP Transition Mathematics. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., & Kealey, G. (2006). An evaluation of the second edition of UCSMP Algebra. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Thompson, D. R., Witonsky, D., Senk, S. L., Usiskin, Z., & Kealey, G. (2003). An evaluation of the second edition of UCSMP Geometry. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Thompson, D. R., Senk, S. L., & Yu, Y. (2012). An evaluation of the third edition of UCSMP Transition Mathematics. Chicago, IL: University of Chicago School Mathematics Project. (available in the Downloadable Technical Reports page)
- Zhu, Y., & Fan, L. (2006). Focus on the representation of problem types in intended curriculum: A comparison of selected mathematics textbooks from mainland China and the United States. International Journal of Science and Mathematics Education, 4(4), 609-626.

## Research Reports by non-UCSMP-Associated Personnel

- Balfanz, R., MacIver, D. J., & Byrnes, V. (2006). The implementation and impact of evidence-based mathematics reforms in high-poverty middle schools: A multi-site, multi-year study. Journal for Research in Mathematics Education, 37(1), 33-64.
- Davis, J. D. (2011). Examining the use of a representational toolkit in a U.S. reform-oriented textbook. International Journal for Technology in Mathematics Education, 18(3), 121-126.
- Davis, J. D., & Fonger, N. L. (2015). An analytical framework for categorizing the use of CAS symbolic manipulation in textbooks. Educational Studies in Mathematics, 88, 239-258.
- Davis, J., & Shih, J. C. (2007). Secondary options and post-secondary expectations: Standards-based mathematics programs and student achievement on college mathematics placement exams. School Science and Mathematics, 107(8), 336-346.
- Davis, J. D., Smith, D. O., Roy, A. R., & Bilgic, Y. K. (2014). Reasoning-and-proving in algebra: The case of two reform-oriented U.S. textbooks. International Journal of Educational Research, 64, 92-106.
- Dupuis, D. N., Medhanie, A., Harwell, M., LeBeau, B., Monson, D., & Post, T. R. (2012). A multi-institutional study of the relationship between high school mathematics achievement and performance in introductory college statistics. Statistics Education Research Journal, 11(1), 4-20.
- Edwards, T. G. (1995, April). The use of an innovative curriculum: Enabling and inhibiting change in practice. Paper delivered at the Annual Meeting of the National Council of Teachers of Mathematics, Boston. (ERIC document ED 382 456).
- Edwards, T. G. (1996). Implications of a model for conceptualizing change in mathematics teachers’ instructional practices. Action in Teacher Education, 18(2), 19-30.
- Harwell, M., Medhanie, A. Dupuis, D., Post, T. R., & LeBeau, B. (2014). A multisite study of high school mathematics curricula and the impact of taking a developmental mathematics course in college. Educational Research Quarterly, 37(3), 3-22.
- Harwell, M. R., Post, T. R., Medhanie, A., Dupuis, D. N., & LeBeau, B. (2013). A multi-institutional study of high school mathematics curricula and college mathematics achievement and course taking. Journal for Research in Mathematics Education, 44(5), 742-774.
- Hauser, L. (2015). Precalculus students’ achievement when learning functions: Influences of opportunity to learn and technology from a University of Chicago School Mathematics Project Study. Unpublished doctoral dissertation, University of South Florida.
- Henderson, B. K. (1996). An evaluation of the use of UCSMP materials in a mathematics program. Unpublished doctoral dissertation, Kansas State University.
- Herbel-Eisenmann, B. A., Lubienski, S. T., & Id-Deen, L. (2006). Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change. Journal of Mathematics Teacher Education, 9(4), 313-345.
- Herbel-Eisenmann, B. A., & Wagner, D. (2007). A framework for uncovering the way a textbook may position the mathematics learner. For the Learning of Mathematics, 27(2), 8-14.
- Huntley, M. A., & Terrell, M. S. (2014). One-step and multi-step linear equations: A content analysis of five textbook series. ZDM: The International Journal on Mathematics Education, 46(5), 751-766.
- Johnson, G. J. (2010). Proportionality in middle school mathematics textbooks. Unpublished doctoral dissertation, University of South Florida.
- Karadeniz, Y. (2015). UCSMP teachers’ perspectives when using graphing calculators in advanced mathematics. Unpublished doctoral dissertation, University of South Florida.
- Kostal, C. Z. (1995). The effect of the University of Chicago Mathematics Project program on girls’ attitudes toward mathematics. Unpublished doctoral dissertation, Kean University.
- LeBeau, B., Harwell, M., Monson, D., Dupuis, D., Medhanie, A., & Post, T. R. (2012). Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education, 30(1), 17-28.
- Nathan, M. J. (2001). Implicit views of mathematical development within algebra textbooks: Implications for educational reform. ICS Technical Report 01-03. University of Colorado. (available at http://www.colorado.edu/ics/sites/default/files/attached-files/01-03.pdf)
- Nissen, P. N. (2000). Textbooks and the National Council of Teachers of Mathematics curriculum standards for geometry. Unpublished doctoral dissertation, Georgia State University.
- Norman, K. W., Medhanie, A. G., Harwell, M. R., Anderson, E., & Post, T. R. (2011). High school mathematics curricula, university mathematics placement recommendations, and student university mathematics performance. Primus, 21(5), 434-455.
- Oner, D. (2008). A comparative analysis of high school geometry curricula: What do technology intensive, standards-based, and traditional curricula have to offer in terms of mathematical proof and reasoning? The Journal of Computers in Mathematics and Science Teaching, 27(4), 467-497.
- Oner, D. (2009). The role of dynamic geometry software in high school geometry curricula: An analysis of proof tasks. International Journal for Technology in Mathematics Education, 16(3), 109-121.
- Otten, S., Males, L. M., & Gilbertson, N. J. (2014). The introduction of proof in secondary geometry textbooks. International Journal of Educational Research, 64, 107-118.
- Pickle, M. C. C. (2012). Statistical content in middle grades mathematics textbooks. Unpublished doctoral dissertation, University of South Florida.
- Post, T. R., Medhanie, A., Harwell, M., Norman, K. W., Dupuis, D. N., Muchlinski, T., Andersen, E., & Monson, D. (2010). The impact of prior mathematics achievement on the relationship between high school mathematics curricula and postsecondary mathematics performance, course-taking, and persistence. Journal for Research in Mathematics Education, 41(3), 274-308.
- Roberts, D. L., & Stephens, L. J. (1998). The effect of the frequency of usage of computer software in high school geometry. Journal of Computers in Mathematics and Science Teaching, 18, 23-30.
- Ross, D. J. (2011). Functions in contemporary secondary mathematics textbook series in the United States. Unpublished doctoral dissertation, University of Missouri-Columbia.
- Schloemer, Ca. G. (1994). Integrating problem posing into instruction in advanced algebra: Feasibilty and outcomes. Unpublished doctoral dissertation, University of Pittsburgh.
- Swann, J. M. (1996, April). An investigation into the effectiveness of Transition Mathematics. Paper delivered at the Annual Meeting of the American Educational Research Association, New York. (ERIC document ED 395 813)
- Teuscher, D., & Reys, R. E. (2012). Rate of change: AP calculus students’ understandings and misconceptions after completing different curricular paths. School Science and Mathematics, 112(6), 359-376.
- Yu, Y. (2015). The influence of types of homework on opportunity to learn and students’ mathematics achievement: Examples from the University of Chicago School Mathematics Project. Unpublished doctoral dissertation, University of South Florida.
- Zahrt, L. T. (2001). High school reform math programs: An evaluation for leaders. Unpublished doctoral dissertation, Eastern Michigan University.
- Zorin, B. (2011). Geometric transformations in middle school mathematics textbooks. Unpublished doctoral dissertation, University of South Florida.

## Expository Articles

- Chval, K. B., Grouws, D. A., Smith, M., Weiss, I., & Ziebarth, S. (2006). Understanding the use of curriculum materials: A cross-site research study report. Center for the Study of Mathematics Curriculum, University of Missouri, Columbia.
- Fey, J., Garfunkel, S., Briars, D., Isaacs, A., Pollack, H., Robinson, E., Scheaffer, R., Schoenfeld, A., Seeley, C., Teague, D., & Usiskin, Z. (2014). The future of high school mathematics. The Mathematics Teacher, 107(7), 488-490.
- Hirschhorn, D. B., & Senk, S. L. (1992). Calculators in the UCSMP curriculum for grades 7 and 8. In J. T. Fey & C. R. Hirsch (Eds.), Calculators in mathematics education (pp. 79-90). Reston, VA: National Council of Teachers of Mathematics.
- Hirschhorn, D. B., Thompson, D. R., Usiskin, Z., & Senk, S. L. (1995). Rethinking the first two years of high school mathematics: The University of Chicago School Mathematics Project. The Mathematics Teacher, 88, 640-647.
- Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 5(1), 25-37.
- Reys, B. J., & Reys, R. E. (Eds.) (2014). We need another revolution: Five decades of mathematics curriculum papers by Zalman Usiskin. Reston, VA: National Council of Teachers of Mathematics.
- Schultz, J. E., & Rubenstein, R. N. (1990). Integrating statistics into a course on functions. The Mathematics Teacher, 83(8), 612-616.
- Senk, S. L. (1999). The UCSMP secondary curriculum second edition. In Z. Usiskin (Ed.), Developments in school mathematics education around the world (Vol. 4, pp. 380-384). Reston, VA: National Council of Teachers of Mathematics.
- Teuscher, D. Reys, R. E., Evitts, T. A., & Heinz, K. (2010). Slope, rate of change, and steepness: Do students understand these concepts? The Mathematics Teacher, 103(7), 519-524.
- Thompson, D. R. (2009). Challenges in developing proof understanding in a technology environment. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics education ICMI Study 19 Conference Proceedings (pp. 226-231, Vol. 2). Taipei, Taiwan: National Taiwan Normal University. (available at http://140.122.140.1/~icmi19/files/Volume_2.pdf)
- Thompson, D. R., & Senk, S. L. (1993). Assessing reasoning and proof in high school. In N. L. Webb & A. F. Coxford (Eds.), Assessment in the mathematics classroom (pp. 167-176). Reston, VA: National Council of Teachers of Mathematics.
- Thompson, D. R., & Senk, S. L. (1998). Using rubrics in high school mathematics courses. The Mathematics Teacher, 91, 786-793.
- Thompson, D. R., & Senk, S. L. (2006). Methods for controlling for opportunity-to-learn. In S. Alatorre, J. L. Cortina, M. Sáiz, A. Méndez (Eds.), Proceedings of the twenty-eighth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 179-186, Volume 2). Mérida, Mexico: Universidad Pedagógica Nacional. (available at http://www.pmena.org/proceedings)
- Thompson, D. R., & Senk, S. L. (2007). Issues and challenges in evaluating the effectiveness of mathematics curriculum: Lessons learned from evaluations of the University of Chicago School Mathematics Project. In C. S. Lim, S. Fatimah, G. Munirah, S. Hajar, M. Y., Hashimah, W. L. Gan, & T. Y. Hwa (Eds.), Proceedings of the 4th East Asia Regional Conference on Mathematics Education (pp. 203-209). Malaysia: School of Educational Studies, Universiti Sains Malaysia.
- Thompson, D. R., & Senk, S. L. (2008). A multi-dimensional approach to understanding in mathematics textbooks developed by the University of Chicago School Mathematics Project. Paper presented at Discussion Group 17 at the 11th International Congress on Mathematical Education, Monterrey, Mexico. (available at dg.icme11.org/document/get/243)
- Thompson, D. R., & Senk, S. L. (2010). Myths about curriculum implementation. In B. Reys, R. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions (pp. 249-263). Reston, VA: National Council of Teachers of Mathematics.
- Thompson, D. R., & Senk, S. L. (2012). Instruments used by the University of Chicago School Mathematics Project to study the enacted curriculum. In D. J. Heck, K. B. Chval, I. R. Weiss, & S. W. Ziebarth (Eds.), Approaches to studying the enacted mathematics curriculum (pp. 19-46). Charlotte, NC: Information Age Publishing.
- Thompson, D. R., & Senk, S. L. (2014). Lessons learned from three decades of textbook research. In K. Jones, C. Bokhove, G. Howson, & F. Fan (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) (pp. 51-58). University of Southampton, United Kingdom. (available at http://eprints.soton.ac.uk/374809/1/ICMT-2014_proceedings150331.pdf)
- Thompson, D. R., Senk, S. L., & Viktora, S. S. (1991). Matrices at the secondary level. In M. J. Kenney & C. R. Hirsch (Eds.), Discrete mathematics across the curriculum, K-12 (pp. 104-116). Reston, VA: National Council of Teachers of Mathematics.
- Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry. Final report of the Cognitive Development and Achievement in Secondary School Geometry Project. Chicago, IL: Department of Education, University of Chicago. (available at http://ucsmp.uchicago.edu/resources/van-hiele/)
- Usiskin, Z. (1986-87). The UCSMP: Translating 7-12 mathematics recommendations into reality. Educational Leadership, 44 (Dec.-Jan.), 30-35.
- Usiskin, Z. (1987). Why elementary algebra can, should, and must be an eighth-grade course for average students. The Mathematics Teacher, 80, 428-438. (Reprinted in Reys & Reys (2014).)
- Usiskin, Z. (1989). The sequencing of applications and modelling in the University of Chicago School Mathematics Project (UCSMP) 7-12 curriculum. In W. Blum, J. S. Berry, R. Biehler, I. A. Huntley, G. Kaiser-Messmer, & L. Profke (Eds.), Applications and modelling in learning and teaching mathematics (pp. 176-181). London, England: Ellis Horwood.
- Usiskin, Z. (1991). Building mathematics curricula with applications and modelling. In M. Niss, W. Blum, & I. Huntley (Eds.), Teaching of mathematical modelling and applications (pp. 30-45). London, England: Ellis Horwood. (Reprinted in Reys & Reys (2014).)
- Usiskin, Z. (1993). Lessons from the Chicago mathematics project. Educational Leadership, 50(8), 14-18.
- Usiskin, Z. (1995). Why is algebra important to learn? American Educator, 19, 30-37, 46. (Reprinted in Reys & Reys (2014).)
- Usiskin, Z. (1997). Applications in the secondary school mathematics curriculum: A generation of change. American Journal of Education, 106, 62-84. (Reprinted in Reys & Reys (2014).)
- Usiskin, Z. (1998). Fitting tasks to curriculum. In Mathematical Sciences Education Board, National Research Council (Ed.), High school mathematics at work: Essays and examples for the education of all students (pp. 97-101). Washington, DC: National Academy Press.
- Usiskin, Z. (1998-1999, Winter). Which curriculum is best? UCSMP Newsletter, 24, 3-10. (available at http://ucsmp.uchicago.edu/newsletters/)
- Usiskin, Z. (2003). A personal history of the UCSMP secondary school curriculum, 1960-1999. In G. M. A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 673-736). Reston, VA: National Council of Teachers of Mathematics.
- Usiskin, Z. (2003, Spring). Reexamining the beliefs underlying UCSMP. UCSMP Newsletter, 31, 6-11. (available at http://ucsmp.uchicago.edu/newsletters/)
- Usiskin, Z. (2005, Winter-Spring). The importance of the transition years, grades 7-10, in school mathematics. UCSMP Newsletter, 33, 4-10. (Reprinted in Reys & Reys (2014).) (available at http://ucsmp.uchicago.edu/newsletters/)
- Usiskin, Z. (2006-2007, Fall). A K-12 mathematics curriculum with CAS. UCSMP Newsletter, 36, 5-11. (available at http://ucsmp.uchicago.edu/newsletters/)
- Usiskin, Z. (2007). The arithmetic operations as mathematical models. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: ICMI Study 14 (pp. 257-264). New York, NY: Springer. (Reprinted in Reys & Reys (2014).)
- Usiskin, Z. (2007). The case of the University of Chicago School Mathematics Project: Secondary component. In C. R. Hirsch (Ed.), Perspectives on the design and development of school mathematics curricula (pp. 173-182). Reston, VA: National Council of Teachers of Mathematics.
- Usiskin, Z. (2007). Do we need national standards with teeth? Educational Leadership, 65(3), 38-42.
- Usiskin, Z. (2013). Studying textbooks in an information age: A United States perspective. ZDM: The International Journal on Mathematics Education, 45, 713-723.
- Usiskin, Z. (2014). Mathematical modelling and pure mathematics. Mathematics Teaching in the Middle School, 20(8), 476-482.
- Usiskin, Z. (2015, September 24). The relationships between statistics and other subjects in the K-12 curriculum. CHANCE: Using Data to Advance Science, Education, and Society. (available at http://chance.amstat.org/2015/09/k-12-curriculum/)
- -----. (2007-2008, Fall). Opportunity to learn: A critical variable in UCSMP curriculum research. UCSMP Newsletter, 38, 3-6. (available at http://ucsmp.uchicago.edu/newsletters/)
- -----, (2007, 2008, Fall). Fidelity of implementation in the UCSMP secondary component. UCSMP Newsletter, 38, 9. (available at http://ucsmp.uchicago.edu/newsletters/)
- -----. (2009, Spring). Broad features of the curriculum for grades 6-12. UCSMP Newsletter, 40, 8-13. (available at http://ucsmp.uchicago.edu/newsletters/)

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