Big Ideas Math: A Common Core Curriculum - Algebra 1, Geometry, Algebra 2

Name: Big Ideas Math: A Common Core Curriculum - Algebra 1, Geometry, Algebra 2
Brand: Big Ideas Learning, LLC

by Big Ideas Learning, LLC

MathGrades 9–12

About This Curriculum

A research-backed Common Core algebra and geometry curriculum designed with a balanced approach combining inquiry-based discovery activities and direct instruction to develop conceptual understanding and procedural fluency.

What makes it unique: Balanced pedagogy integrating equal exposure to discovery learning and scaffolded direct instruction; developed by Dr. Ron Larson and Dr. Laurie Boswell with emphasis on coherent, student-friendly progressions.

Big Ideas Math: Blended approach with alignment concerns

Big Ideas Math: A Common Core Curriculum is a high school mathematics program for Algebra 1, Geometry, and Algebra 2 that combines inquiry-based discovery activities with direct instruction. The curriculum aims to develop both conceptual understanding and procedural fluency through a blended pedagogical approach.

Best for

High schools seeking a blended approach to Algebra 1, Geometry, and Algebra 2, though alignment concerns suggest careful evaluation is needed

Evaluation Criteria

1 neutral · 8 insufficient evidence

Direct InstructionNeutral

The curriculum incorporates direct instruction as part of its blended approach alongside inquiry-based activities.

Publisher description mentions combining inquiry-based discovery activities and direct instruction

Word ProblemsInsufficient Evidence

Cannot determine the curriculum's approach to word problem instruction from available evidence.

No specific information about word problem schemas or systematic application instruction

Worked ExamplesInsufficient Evidence

No specific information available about the use of worked examples to reduce cognitive load.

Review evidence does not mention worked examples or step-by-step modeling

Teacher TrainingInsufficient Evidence

No information available about teacher training or professional development materials.

Review evidence does not mention teacher guides, professional development, or pedagogical support

Retrieval PracticeInsufficient Evidence

No information available about retrieval practice or spaced review components.

Review evidence does not mention cumulative review, retrieval practice, or spaced repetition

Sequencing ApproachInsufficient Evidence

Cannot determine the specific sequencing approach from the available information.

No specific information about mastery-based versus spiral sequencing provided in reviews

Assessment DiagnosticInsufficient Evidence

Cannot assess the quality or presence of diagnostic assessments from available evidence.

No information provided about formative assessments or diagnostic tools

Visual RepresentationsInsufficient Evidence

Cannot assess the curriculum's use of visual models and manipulatives from available evidence.

No information provided about visual representations or concrete-representational-abstract progression

Conceptual Procedural BalanceInsufficient Evidence

The curriculum claims to balance conceptual understanding and procedural fluency through its combined inquiry-based and direct instruction approach.

Publisher describes a balanced approach combining discovery activities and direct instruction to develop both conceptual understanding and procedural fluency

Sources: edreports.org