# The Minnesota Mathematics Achievement Project

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

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

University of Minnesota

postx001@umn.edu

Michael Harwell

University of Minnesota

harwe001@umn.edu

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

Danielle Dupuis

University of Minnesota

dupui004@umn.edu

Brandon
LeBeau

University of

Minnesota

lebea027@umn.edu

Amanuel Medhanie

University of Minnesota

medha001@umn.edu

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 studentsâ€™ 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 studentsâ€™ 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.