Differentiating
The Connected Mathematics Project (CMP) holds high expectations for its students—all of its students. This belief is reflected in the ideology and the overarching goal of the curriculum:
All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics. This knowledge should include the ability to define and solve problems with reason, insight, inventiveness, and technical proficiency.
CMP teaches conceptual knowledge and skill. As in the above goal, skill means not only proficiency, but also the ability to use mathematics to make sense of situations. CMP helps students to understand the methods, algorithms, and strategies they use.
CMP can be and has been successfully implemented in classrooms that include special needs students, gifted students, and English Language Learners. We believe that CMP provides all students with opportunities to engage in cooperative learning, to assume leadership roles, and to enhance self-esteem and self-acceptance. This section shows how effective strategies for special groups of students are already built into the CMP curriculum. Note that many of the strategies described in the following sections also work for all students. Some ideas for planning to differentiate your instruction can be found at Supporting Differentiated Instruction in Planning. For ideas of how to embed differentiation into the daily classroom lesson, view Providing for Individual Needs.
There is a rich database of research around CMP. Many of these studies involve student learning, including special groups. For more information see Research or visit Connected Mathematics Project 3 (CMP3), Grades 6-8.