Toggle Accessibility Tools

All Published Research and Evaluation on CMP

A large body of literature exists that focuses on or is related to the Connected Mathematics Project. Here, you will find articles on CMP that we have compiled over the past thirty years. These include research, evaluation and descriptions from books, book chapters, dissertations, research articles, reports, conference proceedings, and essays. Some of the topics are:

  • student learning in CMP classrooms
  • teacher's knowledge in CMP classrooms
  • CMP classrooms as research sites
  • implementation strategies of CMP
  • longitudinal effects of CMP in high school math classes
  • students algebraic understanding
  • student proportional reasoning
  • student achievement
  • student conceptual and procedural reasoning and understanding
  • professional development and teacher collaboration
  • comparative studies on different aspects of mathematics curricula
  • the CMP philosophy and design, development, field testing and evaluation process for CMP

This list is based on thorough reviews of the literature and updated periodically. Many of these readings are available online or through your local library system. A good start is to paste the title of the publication into your search engine. Please contact us if you have a suggestion for a reading that is not on the list, or if you need assistance locating a reading.


Edson, A.J., Phillips, E., Slanger-Grant, Y., & Stewart J. (2018). The Arc of Learning framework: An ergonomic resource for design and enactment of problem-based curriculum. International Journal of Educational Research.

Read Article

Edson, A.J., Phillips, E.D., & Bieda, K. (2018). Transitioning a problem-based curriculum from print to digital: New considerations for task design. In H-G Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Gronbaek & A. Trgalova (Eds.), Proceedings of the Fifth ERME Topic Study on Mathematics in the Digital Age (p. 59-67). Copenhagen, Denmark: University of Copenhagen.

Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale. ZDM, 47, 93–104. doi:10.1007/s11858-014-0652-5. 

ABSTRACT: A key aspect of supporting teachers’ learning on a large scale concerns mathematics leaders’ practices in designing for and leading high-quality professional development. We report on a retrospective analysis of an initial design experiment aimed at supporting the learning of three math leaders who were charged with supporting the learning of middle-grades mathematics teachers across a large US school district. Initial goals for the math leaders’ learning included: (a) viewing teachers’ improvement of their classroom practices as a progression;(b) designing supports for teachers’ learning that were informed by assessments of teachers’ current practices, were oriented towards long-term goals for teachers’ practices, and would enable teachers to attain short-term goals that constituted reasonable next steps; and (c) facilitating professional development by pressing on teachers’ ideas differentially and building on their contributions. Findings suggest that the math leaders increasingly viewed teachers’ improvement of their classroom practices as a developmental progression and began to design connected sequences of activities. However, they struggled to facilitate the activities in ways that would meet their ambitious goals for teachers’ learning. Based on our findings, we indicate potential improvements to our design for supporting math leaders’ learning. More generally, we provide the field with a set of potentially revisable learning goals for math leaders’ learning, a set of principles to guide the design of supports for their learning, and a provisional design to support the development of their practices

Lappan, G., Phillips, E. (2009). A designer speaks: Glenda Lappan and Elizabeth Phillips. Educational Designer, Journal of the International Society for Design and Development in Education, 1(3), 1-19. Retrieved from: http://www.educationaldesigner.org/ed/volume1/issue3/article11

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.

Philips, E. (2019). Promoting Productive Disciplinary Engagement and Learning With the CMP STEM Problem Format and “Just-in-Time” Supports in Middle School Mathematics. Poster Presentation, International Society of Design and Development  Conference. Pittsburgh, Pennsylvania: University of Pittsburgh.

Phillips, E. (2019). Mathematical Reasoning and Problem Posing- The Case of Connected Mathematics Project. Proceedings of International Research Forum on Mathematics Curriculum and Teaching Materials in Secondary School (p. 21). Beijing, China: People’s Education Press and Beijing Normal University.