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Abstract

In the 1960s a talented team of curriculum developers began to create the curriculum that is today known as Elements of Mathematics: Foundations(EMF) (IMACS, 2006). The founders of EMFbegan with the process-based view that doing mathematics involved reasoning, making connections, problem-solving, representation, and communication – the behaviors of a mathematician – and developed a curriculum that was consistent with what NCTM (2000) would later call the “Process Standards for Mathematics” and what the Common Core State Standards (CCSSI, 2010) would later term the “Standards for Mathematical Practice.” Through the Ford Foundation, U.S. Office of Education, and Central Midwestern Regional Educational Laboratory (CEMREL) funding, the curriculum was developed and the first students started to use it in 1966 (IMACS, 2006). Today, there are classes using the paper textbook version of the curriculum with a face-to-face delivery model.

Starting in 2012, the self-paced, online version of the curriculum became available and is now in use by several school districts and by individual students from around the globe (IMACS, 2018). The mathematics content is presented in an integrated way and it addresses all of the Florida state and national standards for Prealgebra, Algebra 1, Algebra 2, Geometry, Trigonometry, and Precalculus; it also includes many topics that are not part of the traditional K-12 mathematics curriculum. There are 18 content courses as well as some supplemental courses that prepare students for standardized testing. Beginning in the summer of 2015, a large suburban district in Southeast Florida adopted the EMF curriculum for its most talented middle school mathematics students.

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