With the increasing stress on teachers and students to meet and raise mathematics standards in schools, especially in the secondary level, the need for strong curricula and supporting materials for teachers has grown. A good curriculum, however, must do more than align with state standards and teach to the state exams; it must encourage students to enjoy mathematics. In an effort to help ease the plague of math anxiety, this thesis presents an eighth grade curriculum, called MathTAKStic, not only directly aligning with the Texas state standards, the Texas Essential Knowledge Skills (TEKS), but also encouraging students to pursue higher level thinking through active learning and logical thinking. To test the curriculum and find out its usefulness, several lessons were taught at a middle school. Although the scores of those learning with the curriculum were not always better than others, MathTAKStic led to a greater increase in studentsAcA?A? performance compared to those who were not exposed to the lessons, an increased interest in math and a plethora of ideas for the future. These results were concluded based on a comparison of studentsAcA?A? scores from the previous year to the current year on the Texas standardized test. Overall, the increase in passing scores of MathTAKStic students preceded other classes in the same school.
