The '''Comprehensive School Mathematics Program,''' also known as '''CSMP''', was partelementary, of the McREL (Mid[[K-continent Research for Education and Learning) Institute's Comprehensive School Reform program. An elementary6]], math program in the [[United States of America]]. It ranwas fromdeveloped 1966between to 19841972 and was1984 implementedby inthe 150Central schoolEastern districtsMidwestern inRegional 42Laboratory states(CEMRL). AboutIn 55,0001984 studentsit werewas usingtaken over by the programMcREL in(Mid-continent 1984.Research Itfor wasEducation designedand toLearning) makeInstitute's mathComprehensive learningSchool "fun"Reform throughprogram, theusewho ofsupported realthe lifeprogram anduntil fantasy elements2003. OneIn example1984 isit thatwas ofimplemented Eliin the150 Elephant,school adistricts [[pachyderm]]in with42 astates bagand ofabout magic peanuts — some representing positive integers55,000 some negativestudents.
TheIt programwas had been intendeddesigned to do right what [[New Math]]teach got wrong; in this regard, it is usually laudedmathematics as successful.a problem Onsolving theactivity otherrather hand,than itjust couldteaching bearithmetic argued that the inclusion of fantasy characters and "Math Mountains" obscures the same basic mathematical principles it is trying to teachskills. The program was highly structured using the spiral scheme of program development. It introduced many basic concepts such as fractions earlier than normal but was criticised for lack of emphasis given to calculation. New content in probability and geometry was introduced. There was a range of supporting material including story books with mathematical problems. One character in these books was Eli the Elephant, a [[pachyderm]] with a bag of magic peanuts — some representing positive integers, some negative.
One device used throughout the program was a ''mini-computer''. This was a 2 by 2 grid of squares, the squares represented the numbers 1, 2, 4, and 8. Checkers could be placed on the grid to represent different numbers in a similar fashion to the way the [[binary numeral system]] is used to represent numbers in a [[computer]].▼
The program received extensive evaluation, with over 50 studies. These studies showed broadly similar results for non CSMP students in computation, concepts and applications. However there was a marked improvement when assessed according to the The Mathematics Applied to Novel Situations (MANS) tests which were introduced to measure students ability for problem solving in novel situations.
▲One device used throughout the program was a ''mini-computer''. This was a 2 by 2 grid of squares, the squares represented the numbers 1, 2, 4, and 8. Checkers could be placed on the grid to represent different numbers in a similar fashion to the way the [[binary numeral system]] is used to represent numbers in a [[computer]].
==References==
*[http://ceure.buffalostate.edu/~csmp/Evaluation/1984CSMPFinalReport.pdf CSMP final evaluation report]
