The curriculum is grounded in the constructivist perspective, therefore, students build conceptual frameworks while they are engaged in activities requiring problem solving and decision making. The teacher functions as a facilitator rather than a disseminator. Extensive use of investigations and small-group problem solving enable students to construct generalizations of mathematical concepts and relationships.
Students also learn to use calculators and computers as problem-solving tools.
Learning materials consist of ten strands, including estimation and mental arithmetic, heuristic problem solving, number concepts, spatial visualization, including estimation and mental arithmetic, heuristic problem solving, number concepts, spatial visualization, probability, statistics, measurement, applied problem solving, intuitive algebra, and computer problem solving. This program strengthens mathematics education, which is part of the first objective of the national goals for science and mathematics education. Mathematical Concepts and Applications subscore than comparison students in traditional general mathematics classes. Manipulative expenses vary. In addition to training and materials, MAPS provides newsletters, exchange visits, follow-up meetings, consultations, and classroom visitations.