Mathematics in Context is a comprehensive middle school mathematics curriculum for grades 5 through 8. It was developed by the Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison and the Freudenthal Institute at the University of Utrecht, The Netherlands. Connections are a key feature of the program—connections among topics, connections to other disciplines, and connections between mathematics and meaningful problems in the real world. Mathematics in Contextemphasizes the dynamic, active nature of mathematics and the way mathematics enables students to make sense of their world. In traditional mathematics curricula, the sequence of teaching often proceeds from a generalization, to specific examples, and to applications in context. Mathematics in Contextreverses this sequence; mathematics originates from real problems. The program introduces concepts within realistic contexts that support mathematical abstraction. Mathematics in Contextconsists of mathematical tasks and questions designed to stimulate mathematical thinking and to promote discussion among students. Students are expected to explore mathematical relationships; develop and explain their own reasoning and strategies for solving problems; use problem-solving tools appropriately; and listen to, understand, and value each other’s strategies. The complete Mathematics in Contextprogram contains 40 units, 10 at each grade level. The units are organized into four content strands: number, algebra, geometry, and statistics (which also includes probability). Every Mathematics in Contextunit consists of a Teacher Guideand a non-consumable, softcover student booklet. The Teacher Guidescontain the solutions to the exercises; a list of unit goals; and objectives, comments, and suggestions about the approach and the mathematics involved in the unit. The guides include assessment activities for each unit, including tests, quizzes, and suggestions for ongoing assessment. The guides also provide blackline masters for activities requiring students to have copies of the text page.

Accents on:

• Curriculum development in mathematics education
• Integration of technology in teaching
• Comparative analysis of educational materials between the US and the Netherlands