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We have designed the Cambridge Mathematics Framework to be an educational design and reference tool. As such, its effectiveness – whether it is meaningful, useful and usable – is not a simple, singular thing to measure. The most directly attributable aspects of this effectiveness involve the immediate uses of the CM Framework itself by educational designers. Can we also look at curricula and resources which are produced through its influence, and their contributions to teaching and learning outcomes? Each of these occurs at increasing distance from the original use of the tool, in contexts where many other factors contribute to the final outcomes. Although we cannot always trace a direct path from classroom outcomes to the CM Framework, it may still be possible to observe and measure contributions it makes along the way. In this paper we describe the evaluation framework we have developed to help us plan, structure, interpret and communicate our evaluation research.
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