Abstract
Current mathematical instructional practices remain unchanged, allowing educational practices and curriculum to remain shallow, undemanding and diffuse in content coverage (National Research Council, 2001). The standardized math curriculums are basal programs that utilize a spiral approach to instruction, often presenting concepts as isolated or unrelated skills. These concepts present themselves too quickly and in a specified order with educators focusing on basic skills due to the amplified stress of high stakes testing and accountability. These curriculums lack relevance to students' lives, inhibiting effective brain functioning and covering more math topics than other countries. The sources of data used in this project include achievement comparisons from international assessments such as the Program for International Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). This project grounds itself in constructivist theories of Piaget, Dewey, and Vygotsky, as well as brain research and observational studies examining variations of problem based learning (PBL) incorporated into the classroom. This project provides grade five teachers with a supplementary math curriculum entitled, Integrated Collaborative Mathematics (IC Math). This is a separate curriculum that incorporates lessons and songs into an individualize unit and is versatile, allowing teachers the opportunity to extrapolate individual lessons or songs to supplement the particular math concept currently taught. IC Math integration of grade five mathematics and language arts helps students practice these skills while minimizing teacher's time teaching individual standards. Collaboration engages students toward solving real life scenarios as they engage their prior knowledge, and realize that math is relevant to their lives. IC Math attempts to help students gain flexible knowledge, self-directed learning skills, and higher order thinking skills that are necessary to be successful.