The following information is provided for users and authors of MERLOT-Mathematics to help them better understand the criteria used to evaluate items in the database and the Editorial Reviews. This information is also used to provide new reviewers the background necessary to quickly participate in the MERLOT Editorial Review process.

The three general categories for evaluation to be used within MERLOT-Mathematics:

1. Quality of Content
2. Effectiveness as a Teaching-Learning Tool
3. Ease of Use

These three categories are interdependent to some degree, but separate ratings are given for each. The "Effectiveness" rating is given with respect to a specific use of the material (e.g., Lecture/Demo, Tutorial, Homework Assignment).

The goal for MERLOT-Mathematics Editorial Reviews is to provide information for users on the best material in the Mathematics Database. MERLOT reviewers have rated all material with Editorial Reviews as quality material, useful for instructors teaching these topics.

1. Is the material factually correct?
1. Is the textual material accurate and precise?
2. Does the material follow standard mathematical notation and conventions?
2. Does the material present important mathematical concepts?
1. Is the content part of the core curriculum in mathematics?
2. Is the content difficult to teach and/or learn?
3. Is the content a pre-requisite for more advanced material?
3. Does the material help develop conceptual understanding of mathematics?
1. Is the material thought provoking as opposed to being a "cookbook" of methods?
2. Does the material explore connections among various mathematical concepts?
4. Does the material make effective use of graphics and multimedia?
1. Are the graphics attractive?
2. Do the graphics/media effectively illustrate mathematical concepts?
5. Is the material flexible?
1. Can the material be used to explore a range of different mathematical situations?
2. Is there control over the initial state of the system?
3. Is there control over the important parameters in a problem?
4. Is the material modular so that it can be used in different ways?

1. Does the material improve faculty and students’ abilities to teach and learn?
1. Does the material effectively demonstrate mathematical concepts?
2. Is the material engaging, interactive, and/or entertaining?
3. Does the material encourage students to generalize concepts or make predictions?
2. Can the material be readily integrated into the mathematics curriculum?
1. Does the material fit into standard presentations of mathematics?
2. Can the material be used with standard textbooks or problems?
3. Can the material be used in a variety of ways?
1. Are there uses that the material is particularly well suited for? (e.g., lecture/demo, group projects, homework assignments, independent study or tutorials)
2. Are there uses that the material is particularly poorly suited for? (e.g., lecture/demo, group projects, homework assignments, independent study or tutorials)
4. Are the teaching-learning goals for the material easy to identify?
5. Assessment.
1. Are assessment tools included?
2. Are assignments easily written?

1. Is the general layout of the material consistent and intuitive?
1. Is the design attractive and inviting for students to use?
2. Do buttons, sliders, and other elements have obvious uses and work well?
3. Are input and output elements easy to understand, operate, and read?
2. Does the material provide effective feedback?
1. Is information displayed in a manner with which students will be familiar?
2. Is information displayed in a graphical manner?
3. Is feedback immediate, while users are interacting with the material?
3. Is the material easy to navigate?
1. What is the expected learning curve for students and faculty?
2. Will students become lost or confused while using the material?
3. Can the material be used by students with different levels of experience with computers and/or the web?
4. Is the material documented and does it have useful instructions?
1. Does the material include explanations, equations, or derivations?
2. Are documentation and instructions available and easy to understand?
3. Is there interactive or case-sensitive help?
4. Is technical support necessary for either instructors or students?
5. Have the authors described any technical problems with the material?