Discovering Mathematics Series from Key Curriculum Press
This is the publisher's website. You may want to go there to see the cover of the books so you can identify them. This series includes the following.
Discovering Algebra an Investigative Approach
Discovering Geometry An Investigative Approach
Discovering Advanced Algebra An Investigative Approach
DISCOVERING ALGEBRA COURSE SAMPLER


Links to information related to the lawsuit regarding Seattle's adoption of Discovery Mathematics can be found on the Seattle page.

Key Curriculum Press Responds to the Seattle Court Case


Key Curriculum Press vs Washington Office of Superintendent of Instruction
download documents

• Petition for Judicial Review
• Answer of Respondent
• Petitioner's Brief
• Petitioner's Reply Brief

Here is a comparison of two Algebra textbooks on how they address one of Washington state's algebra standards.

Two Algebra Texts on WA math standardA1.4.A "Write and solve linear equations and inequalities in one variable."

Prentice Hall Algebra I
Pearson Prentice Hall
isbn-13: 9780133659467 (2005 ed)
-vs-
Discovering Algebra
Key Curriculum press
isbn-13: 9781559537841 (2007 ed)
download pdf






2008 WA State High School Mathematics Review Comparison: Looking at Mathematical Soundness


San Diego used McDougal-Little Integrated same as many Seattle Schools until Fall 2006 when Discovering was Adopted Discovering will be replaced by Prentice-Hall for SY 2009-2010. In looking at 2007, 2008 results in comparison with 2006 and before it looks like Algebra slightly improved, Geometry slightly worse, and Advanced Algbra about the same as under Integrated.
San Diego Unified School District Course Ending Assessments for Algebra, Geometry, Algebra II
see SanDiegoSmallSheet2(1)pdf.pdf.

Characteristics of the Discovering Mathematics program

• Mathematically unsound reported by reviewers for WA SBOE
• Inquiry-based
• not aligned with instructional practices recommended for disadvantaged learners
• deficient in algebraic fluency and skill emphasis
• emphasizes study of graphs rather than quadratic functions
• point‐slope form particularly well developed
• fundamentals of math not well represented
• does not integrate and connect topics to the structure of algebra
• technology use may hinder the development of algebraic skills
• varied and numerous problems
• important mathematics left undefined and assumed
• often fails to move from specific problem to general case
• empirical observations of geometric facts rather than deductive geometry
• non holistic problems
• inadequate definitions
• triangle sum theorem nicely proven
• treatment of proofs questionable
• designed to be engaging
• verbiage laden