Connecting Maths Concepts ACARA v 9.0 Mapping Now Available
For existing customers of CMC, we are delighted to announce that new detailed Mapping is available for the program aligned to V. 9.0 of the ACARA Mathematics Standards for F-6.
Access is available to current users of the program or schools who have confirmed they will be adopting the program in Term 4 2023 or Term 1 2024.
Please fill out the form here to request access.
Request Access to Connecting Maths Concepts Curriculum Mapping
About the program
Grade Levels: K - 8
Connecting Math Concepts introduces ideas gradually and teaches students the connections between concepts.
Focusing on big ideas in mathematics, the program teaches explicit strategies that enable students to master challenging concepts such as ratios, proportions, probability, functions, and data analysis.
Detailed explanations and guided practice enable students to progress toward independent work, helping them to achieve success and become confident mathematical thinkers.
This Direct Instruction-based program makes it easier than ever to develop students’ problem-solving capabilities and their ability to think and communicate mathematically. Using a proven pedagogical approach, Connecting Math Concepts helps learners achieve mastery of basic skills, whilst developing sophisticated problem-solving strategies.
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Focusing on the big ideas in maths
With Connecting Math Concepts, all concepts are learned and assimilated through use. The program presents new concepts incrementally, extending them into subsequent lessons. Students move forward in small steps, learning and applying a variety of topics in each lesson. Students learn and remember more, in less time, developing the depth of understanding required for advanced mathematics.
Key Features
- Introduces key concepts over the course of multiple lessons - providing the time students need to learn, process and build a deep understanding.
- Teaches every student to discover and use math patterns.
- Takes the mystery out of story problems.
- Delivers new online resources that effectively instruct, manage and monitor student progress.
- Teaches explicit strategies and processes to accelerate student achievement.
Research Base
Direct Instruction Mathematics Programs: An Overview and Research Summary
- This paper provides an overview and research summary of Direct Instruction (DI) mathematics programs, including Connecting Math Concepts. A comparison of the constructivist approach to the direct or explicit approach to math instruction was conducted. Overviews and ways in which DI math programs meet the 6 principles for improving math instruction as provided by the National Council of Teachers of Mathematics (NCTM; 2000b) are noted. Finally, a research review and analysis of DI math programs published since 1990 (yielding 12 studies) was completed.
- The Research Base for Direct Instruction Mathematics Programs
The following is a description of the research base for Direct Instruction mathematics programs, specifically DISTAR Arithmetic I and II, Corrective Mathematics, and Connecting Math Concepts. Searched of reference lists were used to identify other possible research articles. Also, hand searches were done in the following peer-reviewed journals: Effective School Practices, Journal of Direct Instruction, and Educations and Treatment of Children.
Randomized Controlled Studies
Effective Mathematics Instruction: The Importance of Curriculum
- This study compared Connecting Math Concepts to Scott Foresman's Invitation to Mathematics and found that Connecting Math Concepts was more effective in improving student achievement outcomes.
Non-Randomized Controlled Studies
Effects on Urban Children of Curriculum Alignment Versus Direct Instruction
- This study found that the Direct Instruction method of teaching was superior in improving student achievement when compared against traditional basal curricula.
Evidence of Success
Special Education and Direct Instruction: An Effective Combination
- Research shows strong evidence of success when Direct Instruction programs are used with students with special needs. In fact, Direct Instruction is one of only seven interventions proven effective (Forness, Kavale, Blum & Lloyd, 1997). With its research-supported design and systematic delivery, Direct Instruction is often referred to as a program for special education or at-risk students.
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This study examined the impact of the Direct Instruction program, SRA Connecting Math Concepts, on mathematics achievement for six consecutive school years, 2007–2008 through 2012–2013. The Stanford Achievement Test measured math skills for students in grades kindergarten and higher and the Oregon Assessment of Knowledge and Skills for students in grades three to five.
Research Base
Direct Instruction Mathematics Programs: An Overview and Research Summary
- This paper provides an overview and research summary of Direct Instruction (DI) mathematics programs, including Connecting Math Concepts. A comparison of the constructivist approach to the direct or explicit approach to math instruction was conducted. Overviews and ways in which DI math programs meet the 6 principles for improving math instruction as provided by the National Council of Teachers of Mathematics (NCTM; 2000b) are noted. Finally, a research review and analysis of DI math programs published since 1990 (yielding 12 studies) was completed.
- The Research Base for Direct Instruction Mathematics Programs
The following is a description of the research base for Direct Instruction mathematics programs, specifically DISTAR Arithmetic I and II, Corrective Mathematics, and Connecting Math Concepts. Searched of reference lists were used to identify other possible research articles. Also, hand searches were done in the following peer-reviewed journals: Effective School Practices, Journal of Direct Instruction, and Educations and Treatment of Children.
Randomized Controlled Studies
Effective Mathematics Instruction: The Importance of Curriculum
- This study compared Connecting Math Concepts to Scott Foresman's Invitation to Mathematics and found that Connecting Math Concepts was more effective in improving student achievement outcomes.
Non-Randomized Controlled Studies
Effects on Urban Children of Curriculum Alignment Versus Direct Instruction
- This study found that the Direct Instruction method of teaching was superior in improving student achievement when compared against traditional basal curricula.
Evidence of Success
Special Education and Direct Instruction: An Effective Combination
- Research shows strong evidence of success when Direct Instruction programs are used with students with special needs. In fact, Direct Instruction is one of only seven interventions proven effective (Forness, Kavale, Blum & Lloyd, 1997). With its research-supported design and systematic delivery, Direct Instruction is often referred to as a program for special education or at-risk students.
Connecting Maths Concepts has been mapped to the Australian National Curriculum.
Updated Mapping Documents to ACARA v.9.0 are coming soon! Click the links below to download the current Mapping Documents: