The Mathematics Connection aims to increase student mathematical application and self-evaluation through collaborative home math activities. The curriculum views students as individuals, who interact with members of their school, home, and community to access and construct knowledge. This approach is based on research suggesting analysis of multiple strategies support student computational fluency. The curriculum is viewed through the lens of Lave's situated learning theory, which implies learning must occur in an authentic context through social interaction.

The Mathematics Connection was implemented in one seventh grade Pre-Algebra class during the 2007-2008 school year at a charter middle school. Outside of the classroom, students collaborated with a mentor to tackle rigorous math challenges. Mentors included parents, elder siblings, coaches, and tutors. Students presented and evaluated multiple strategies to recognize the strengths, weaknesses, and effectiveness of each strategy. Changes in student reflection and mathematical application were measured by evaluating student written reflections and solutions on a standards-based rubric, examining student interviews, organizing family responses to an online survey and interpreting classroom interactions. Through collaborative home experiences, student presentations, writing opportunities, and teacher scaffolding, students improved their mathematical reasoning, mathematical modeling, mathematical flexibility, and ability to self evaluate. Specifically, students developed multiple approaches toward problem solving, which assisted them in deepening their understanding and identifying the correct solution. While the general trend showed improvement in mathematical application, individual student progress and response to The Mathematics Connection varied.