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High School Mathematics
Bridging innovation and tradition
Bogged down by rote-memorization drills and predictable homework exercises, EDC’s Al Cuoco was frustrated teaching math in the 1970’s. “Like many math teachers, I was always dissatisfied with most of the commercially available curricula I had.” Over the past five years, he has been working on behalf of today’s teachers “to create the texts I always yearned for.” As principal designer of a major mathematics textbook initiative, the CME Project, he says he is nearing his goal.
“While these texts have been in development for over five years,” states Cuoco, “in a real sense I’ve been working on the ideas in this program for close to four decades.”
Many high school mathematics teachers still face the dilemma that Cuoco did years ago. They must choose between traditional texts, on the one hand, that follow an accepted structure and progression—algebra, geometry, advanced algebra, and precalculus—but do not integrate lessons and themes across topics and chapters, and, on the other hand, more progressive texts that challenge students yet organize the material in a manner that is unfamiliar to teachers and parents.
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