Curriculum Design
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Philosophy
The fundamental features of the CMP program reflect the authors' core beliefs about essential features of effective teaching and learning of mathematics.
The Story of CMP
CMP is based on prior experiences of Lappan and Phillips with the Middle Grade Mathematics Project (MGMP). For several years the MGMP author team studied how teachers made the transition from direct instruction to inquiry-based teaching and learning.
A Glenda Lappan Interview
This 42-minute video provides Glenda’s answers to ten questions related to the development, background, philosophy, and environment around the development of Connected Mathematics.
A Designer Speaks: Glenda Lappan and Elizabeth Phillips
A Designer Speaks: Glenda Lappan and Elizabeth Phillips Michigan State University Challenges in US Mathematics Education through a Curriculum Developer Lens
Let's Make It Real!
In this paper, Jim Fey, one of the CMP authors, discusses the dilemmas of writing a problem-centered curriculum using contexts. The paper also offers suggestions for how teachers can make the problem settings more relevant for their students.
Look for and Make Use of Design Structure: A Powerful Practice for Teachers of CMP
Powerpoint Slides from Valerie Mills' opening talk at 2016 Users' Conference. Explore the powerful structures and frameworks designed into CMP and consider how understanding and leveraging these structures in planning/teaching might strengthen the practice of both new and experienced CMP users.
Mathematics Teaching Practices that Support Mathematics Learning for All Students
Using examples from Connected Mathematics, Dr. Margaret (Peg) Smith describes the eight practices identified in Principles to Actions (NCTM, 2014) and how they impact student learning, especially in CMP classrooms.