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The Minnesota Mathematics Achievement Project

The Minnesota Mathematics Achievement Project is a research project investigating the impact of Mathematics Curricula on College Mathematics Performance.

NSF

The Minnesota Mathematics Achievement Project has been funded by the
National Science Foundation
since 2008.

These people are the Principal Investigators in the Minnesota Mathematics Achievement Project:

Thomas R. Post

Thomas R. Post
University of Minnesota
postx001@umn.edu

Michael Harwell

Michael Harwell
University of Minnesota
harwe001@umn.edu

These people are the staff members of the Minnesota Mathematics Achievement Project:

Danielle Dupuis

Danielle Dupuis
University of Minnesota
dupui004@umn.edu

Brandon LeBeau

Brandon LeBeau
University of
Minnesota
lebea027@umn.edu

Amanuel Medhanie

Amanuel Medhanie
University of Minnesota
medha001@umn.edu

Amanda Green

Amanda Green
University of Minnesota
mnmap@umn.edu

The publications of the Minnesota Mathematics Achievement Project are available in pdf format. Click the link below to go to the publications. The link contains hyperlinks to full-text pdf versions of each citation.

Publications in chronological order.

May 2011

The Minnesota Mathematics Achievement Project (MNMAP) is a four-year effort funded by NSF to explore the relationship between high school mathematics curricula and college-level mathematics performance. Specifically, we have contrasted several NSF-funded curricula (Core+, MMOW, and IMP) with various commercially developed programs and UCSMP. The outcome variable being students’ college level mathematics performance and test taking patterns over eight semesters of college work. This program of research has to date produced twelve studies addressing progressively more sophisticated ancillary questions about this relationship. Each study has resulted in a formal research paper. One of these papers appeared in JRME in May 2010 (Post et al.), another in AERJ in 2009 (Harwell et al.). The others are either in press or have been submitted for review. Two earlier project papers concerned with middle grade and high school students’ performance on standardized tests as a function of the mathematics curricula completed (NSF-funded or not) appeared in JRME in January 2007 and March 2008.


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Last modified on November 27, 2013.