Abstract:The results of an achievement study in mathematics conducted using the Integrated Mathematics, Science, and Technology (IMaST) curriculum are discussed. The study used both standardized test scores and student-constructed-response items to measure students’ mathematics achievement. The study shows that the student achievement results are consistent with the different methods of instruction used in traditional curriculum versus more problem-based curricula. The traditional, comparison group performed significantly better in situations where memorization or procedural knowledge were being measured, and the experimental group performed significantly better on open-ended problem-solving tasks. There was no significant difference in the computational performance of the two groups.