About STREAM
When the original NCTM Standards for Curriculum and Evaluation were
published, the National Science Foundation (NSF) realized the need to
create projects that would develop curriculum based on the
Standards. (To review information about the Standards, visit http://www.nctm.org).
The NSF funded STREAM to create materials designed to meet two
goals. The first is to inform interested parties about the issues of
reform and related changes in the secondary mathematics classroom. The
second is to familiarize STREAM participants with the five major
NSFfunded high school curriculum projects. These projects and their
resulting text series are:
Project 
Resulting Text Series 
ARISE
Applications and Reform in Secondary Education

MMOW
Mathematics: Modeling Our World http://www.comap.com
COMAP Inc.

CPMP
CorePlus Mathematics Project

CMC
Contemporary Mathematics in Context http://www.wmich.edu/cpmp/
Everyday learning

IMP
Interactive Mathematics Project

IMP
Interactive Mathematics Program
http://www.mathimp.org/
Key Curriculum Press 
SIMMS
Systemic Initiative for Montana Mathematics and Science

IM
Integrated Mathematics:
A Modeling Approach Using Technology http://www.montana.edu/wwwsimms/
Simon and Schuster Custom Publishing

MC
Math Connections Project

MC
Math Connections:
A Secondary Mathematics Core Curriculum http://www.mathconnections.com
It’s About Time

Through facilitatorguided discussions and activities based on
excerpts from these programs, math teachers as STREAM participants
begin to form opinions about which program’s mathematics
curriculum would be appropriate for their educational setting. They
also examine how the programs effect reform changes in content,
pedagogy, modeling, technology, and assessment called for by the the
NCTM Standards. To summarize changes in these major areas, which
appear in varying degrees in the five programs:
 Content

All five of the projects have made some adjustments in the traditional
mathematical content. In brief, there is a decreased emphasis on
symbolic analysis and an increased emphasis on numerical analysis and
discrete mathematics, including statistics and probability. Also, the
order of mathematics topics has been changed in many cases. Some
topics that are traditionally dealt with in years 3 or 4 of a
curriculum have been moved to years 2 or 3. There is more emphasis on
the process of discovering which mathematics, or combination of
mathematics, to apply to solve a problem.
 Pedagogy

The projects include more opportunities for cooperative learning.
Students frequently work in groups and teams, as well as individually,
to discover key mathematical ideas. The teacher acts as a facilitator
in many cases. Experiments and activities often stretch over a period
of days, rather than a more standard lessonperday approach.
 Modeling

In general, the goal is to have students begin with problems relevant
to their lives and develop and test their own solution models by
collecting and analyzing data. The use of data from reallife
situations varies from program to program.
 Technology

To increase technology literacy, graphing calculators are an integral
part of all of the programs. Some programs suggest that students have
access to computers as well. Software packages such as spreadsheets
and geometric exploration tools are embedded in the activities. In
most cases, when this is done, alternative approaches are provided if
the hardware or software is not available.
 Assessment

Assessment is much broader than in more traditional programs.
Assessment is ongoing and encompasses student presentations,
portfolios, group work analysis, and experiment writeups (varying
from programtoprogram).
