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Our Approach

The AMP21 curriculum is designed to engage students with real-world mathematical tasks that foster analytical skills applicable to everyday life. It moves away from traditional, contrived problems and instead offers scenarios rooted in authentic contexts such as small business operations, break-even analyses, and current social issues. These tasks are crafted to motivate students, encouraging them to become independent thinkers and active problem-solvers. The curriculum emphasizes collaborative learning, where students work in teams to explore complex scenarios over multiple class periods, enhancing their understanding and retention of mathematical concepts.
 

To support educators, AMP21 provides comprehensive teacher guides that include step-by-step implementation protocols, discussion prompts, estimated discussion times, and formative assessments. These resources are designed to seamlessly integrate into existing curricula, allowing teachers to replace less effective materials with AMP21's rich, standards-aligned tasks. Additionally, the curriculum offers professional learning opportunities, both virtually and in-person, to help teachers effectively implement the Launch-Explore-Summarize Protocol in their classrooms. By focusing on real-life applications and providing robust support for educators, AMP21 aims to transform the teaching and learning of mathematics.

Our Mission

AMP21 is dedicated to promoting the effective teaching, learning, and interest in mathematics by providing high-quality, practical resources for educators and students.

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Our Publications

Discover our diverse range of programs designed to cultivate a deep understanding of mathematical concepts in students. From foundational courses to advanced problem-solving workshops, we offer comprehensive learning experiences tailored to different levels of proficiency. Click below to explore our textbooks and find the one that best suits your learning goals.

Meet Our Founders

Ken Chelst, Ph.D.
 Thomas Edwards, Ph.D.

Ken Chelst, Ph.D.

Kenneth R. Chelst is a professor of operations research in the Department of Industrial and Systems Engineering at Wayne State University in Detroit, Michigan where he has received more than a dozen teaching awards. He completed his Ph.D. in operations research at MIT in 1975.

Thomas Edwards, Ph.D.

Thomas G. Edwards completed his Ph.D. in mathematics education at the Ohio State University in 1994. His original area of interest was the process by which teacher’s change their instructional practices in response to current calls for reform in mathematics education.

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