The CPM definition of slope is verbose, mentioning the unit-rate essence of slope only at the end of a long paragraph, which is unlikely to enhance English Learners' access¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The CPM slope definition is overly technical and verbose, and only at the end of the long paragraph is the essence of slope as a unit rate of change mentioned. → Chu 2022

Evidence¶

Chu 2022¶

Chu, H., Tran, T., & Hamburger, L. (2022). Redefining approaches for engaging English Learners with mathematical ideas. WestEd. https://eric.ed.gov/?id=ED625747

q2 · i? · qualitative · r1

Descriptive analysis of the CPM definition of slope in the textbook scan, which the brief quotes in full. The authors judge that the "barrage of information" is unlikely to enhance English Learners' access to the concept or to what is essential versus incidental. No quantitative data are reported.

"Only at the end of this long paragraph is the essence of slope—as a unit rate of change—mentioned (Stump, 1999; Hamburger & Chu, 2019). The barrage of information contained within the definition is unlikely to enhance English Learners' access to the concept of slope"

Discussion¶

Related Claims¶

• Congruent-shape definitions are nearly identical across CPM's 8th and 9th grade materials, with the 9th-grade version adding only the congruence symbol — related
• Teachers acted as assignment givers rather than instructors, using brief mentioning followed by workbook assignments — related
• Condensed material is nearly impossible to skim, while paragraphed material and topic-sentence-first paragraphs are easier to skim — related