But then the schools began asking us for curriculum. They wanted examples of assignments that would meet the standards, and they agreed that they themselves didn't have time to develop them. The next step was a thorough analysis of available curricular materials. The material at the beginning of the year is of equal difficulty to the material at the end of the year. The limitations are particularly clear in math, says Phil Daro, the NCEE's director of research and development.
Most American instruction is devoted to procedural activity.
This contrasts with the approach used in Japan, where most interaction in math is devoted to concepts. The concepts are present in current U.S. curricular materials, but teachers often edit them out when they decide to use what strikes their imagination. We want to design materials that put the conceptual finish, or 'punch line,' up front. That way, the thinking and skills become easier because the kids have understood the concepts. It also will allow staff development to focus on concepts, not new activities.