Abstract
IN 1996, WE WERE ASKED TO EVALUATE A new set of mathematics instructional materials for the middle school classroom. The instructional unit included a wide assortment of materials, so we decided to begin with some explicit criteria on which to base our evaluation. We turned to several sources, including the National Council of Teachers of Mathematics (NCTM) and local school districts, seeking evaluation guidelines that were in the spirit of the NCTM's Standards documents (1989, 1991, 1995).
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