# Examining the Mathematical Emphasis in Five Curriculum Programs

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## Abstract

In this chapter, we examine *mathematical treatment and emphasis* in the five curriculum programs—what aspects of mathematics are emphasized and the way in which the mathematics is represented and organized for student learning. In doing so, we attend to mathematics content presented for daily instruction, in particular, the scope and sequence of number and operations. In addition, the cognitive demand of instructional activities, the nature of ongoing practice, and the visual and physical representations used are examined in order to discern the mathematical emphasis in the programs. The results show that there are substantial variations in the scope and sequence of number and operations, cognitive demand of tasks and problems, ongoing practice, and representations used across the five programs. Such variations reveal different mathematical treatments and emphasis in the programs. We summarize important findings of the study and discuss implications for teachers and teaching for each of the findings.

## Keywords

Curriculum analysis Mathematics curriculum materials Elementary mathematics Mathematical emphasis Cognitive demand Sequencing Ongoing practice Representations Whole numbers Fractions and decimals Everyday Mathematics Investigations in Number, Data, and Space Math in Focus Math Trailblazers Scott Foresman–Addison Wesley Mathematics## References

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