Recent CMP News
Common Core State Standards
August 19, 2011
As a whole, the CMP2 curriculum covers all of the grades 6–8 Common Core State Standards. Additional Common Core State Standards investigations are available at each grade level to ensure exact grade level alignment.
CCSS Components
Grade 6
Grade 7
Grade 8
CMP Streaming Video
August 19, 2011
The CMP Video Professional Development website is available. It is designed to assist teachers and administrators implement and teach CMP.
Click here to access it!
New CMP and Common Core Blog
May 26, 2011
Join us in our new CMP and Common Core Blog to discuss implementation of CCSS into the CMP 2 curriculum!
Click here for the blog...
CMP has joined Facebook!
The Connected Mathematics Project now has an official Facebook page. We invite you to "Like" the page to receive news updates, information about conferences for teachers, etc. from CMP.
CMP on Facebook!
Archived News Stories
CMP 2 Student Outcome Study 2010
Horizon Research, Inc. conducted a quasi-experimental matched-
group longitudinal study to compare student outcomes in schools
using Connected Mathematics, 2nd Edition (CMP2) to schools
using conventional textbook programs. Student achievement
was measured by state mathematics assessments and the
Balanced Assessment in Mathematics (BAM). The study also
examined four attitudinal outcomes: (1) confidence in studying
mathematics; (2) beliefs about the usefulness of mathematics; (3)
intrinsic motivation to study mathematics; and (4) enjoyment of
mathematics.
Results of the study provide evidence that students experiencing
CMP2 perform just as well, if not better, than students receiving
mathematics instruction from conventional textbooks. On state
assessments, students experiencing CMP2 performed similarly to
students in the comparison schools. In both sets of schools, the
achievement gap between black and white students widened over
the three years, though the gap grew less rapidly in CMP2 schools
than it did in comparison schools. The pattern of achievement over
time on the BAM was statistically the same in both CMP2 and
comparison schools. Student scores on each attitudinal outcome
decreased over time in both sets of schools, though the rate of
decline on the beliefs about the usefulness of mathematics scale
decreased more slowly in CMP2 schools.
Development of Mathematics by Strand
July 19, 2010
The development of the mathematics by strand across the 6th, 7th, and 8th grade in CMP is now available. It can be used to examine the development of number, geometry/measurement, algebra, and data content across the three grades.
A Designer Speaks: Glenda Lappan and Elizabeth Phillips
June 21, 2010
A Designer Speaks: Glenda Lappan and Elizabeth Phillips
Michigan State University
Challenges in US Mathematics Education through a Curriculum Developer Lens
Abstract
The need to improve the teaching and learning of mathematics has been a focus of attention in the US over our entire careers. There have been waves of national interest in mathematics education that have attracted mathematicians and mathematics educators to the work of improving K-12 mathematics education. Today we will focus our remarks in two areas, our own curriculum development work including the story of how we came to engage in and accomplish the work and our comments on the challenges we face in future work to improve mathematics teaching and learning. We expect that many of the challenges we see are also challenges for mathematics education worldwide. First we will share relevant aspects of the work in which our research and development group have engaged for over 35 years. Many of these remarks are based on other papers that we have published about our work. But for this special audience we would like to tell you a bit of our personal stories.
Click here to read the articleNew Research Studies on Algebra Learning in CMP Classes
May 20, 2010
Several research reports from the NSF-funded LieCal Project have been published. LieCal is a longitudinal investigation of the effect of curriculum, including CMP 1, on Algebra Learning.
Research Articles from the LieCal Project
Cai, J., Nie, B., & Moyer, J. (In Press). The teaching of equation solving: Approaches in Standards-based and traditional curricula in the United States. Pedagogies: An International Journal.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (in press). The development of middle school students’ algebraic thinking: A longitudinal study. In J. Cai & E. Knuth (Eds.), Early algebraization: Cognitive, curricular, and instructional perspectives. New York: Springer.
Cai, J., Ning, W., Bikai, N., Moyer, J., & Wang, C., (2010) Learning Mathematics from Classroom Instruction Using Standards-Based and Traditional Curricula: An Analysis of Instructional Tasks.
Paper Presented at the Annual Meeting of the American Educational Research Association. Denver, CO, April 29-May 3, 2010.
Cai, J., Moyer, J., Nie, B., & Wang, N. (2009). Learning mathematics from classroom Instruction using Standards-based and traditional curricula: An analysis of Instructional tasks. In S. L. Swars, D. W. Stinson, & S .Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 692-699 ). Atlanta, GA: Georgia State University.
Moyer, J., Cai, J., Laughlin, C., & Wang, N. (2009). The effect of curriculum type on middle grades instruction. In S. L. Swars, D. W. Stinson, & S .Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 201-209 ). Atlanta, GA: Georgia State University.
Nie, B., Cai, J., & Moyer, J. (2009). How a standards-based mathematics curriculum differs from a traditional curriculum: with a focus on intended treatments of the ideas of variable. Zentralblatt fuer Didaktik der Mathematik (International Journal on Mathematics Education), 41(6), 777–792.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2009). Curricular impact on the development of algebraic thinking: A longitudinal study. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2. (pp. 241 – 248). Thessaloniki, Greece: PME.
Cai, J. & Moyer J. C. (2006). A conceptual framework for studying curricular effects on students’ learning: Conceptualization and design in the LieCal Project. Poster presented at the 2006 annual meeting of the International Group of Psychology of Mathematics Education, Prague, Czech Republic: Charles University in Prague.
The Effects of Connected Mathematics Project 2 on Student Performance
April 1, 2009
An independent efficacy research study The Effects of Connected Mathematics Project 2 on Student Performance reports that CMP2 students demonstrated significantly greater gains in problem-solving, math communication, and math reasoning strategies than their peers.
Glenda Lappan and Elizabeth Phillips receive ISDDE Prize
September 26, 2008
Glenda Lappan and Elizabeth Phillips have been awarded the ISDDE Prize "for excellence in design for education in science or mathemataics" for Connected Mathematics. Click here for more information.
Review of CMP Academic Literature
August 4, 2008
A review of the academic literature for CMP articles and research through May 2008 is available. See link for titles and abstracts.