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.
Bieda, K. N., Ji, X., Drwencke, J., & Picard, A. (2014). Reasoning-and-proving opportunities in elementary mathematics textbooks. International Journal of Educational Research, 64, 71–80. doi:10.1016/j.ijer.2013.06.005
ABSTRACT: Over the past two decades, standards documents have emphasized the importance of developing students’ abilities to generate and critique mathematical arguments across all grade levels. However, little is known about the opportunities elementary textbooks provide for students to learn mathematical argumentation. We analyzed seven upper elementary (ages 9–11) mathematics textbooks published in the U.S., focusing specifically on reasoning-and-proving opportunities in written tasks, and found that the average percentage of such tasks was 3.7%. Further, analyses of the task purpose and type of justification warranted revealed distinctions between the text materials in terms of the kinds of reasoning-and-proving activities prompted and the placement of tasks in the lesson sections. Specifically, textbooks developed based on research and written to align with curriculum and instruction standards were more likely to have reasoning-and-proving tasks within the narrative and student exercise sections than other texts. We discuss implications for the opportunities to learn reasoning-and-proving in elementary classrooms.
Jong, C., Pedulla, J. J., Reagan, E. M., Salomon-Fernandez, Y., & Cochran-Smith, M. (2010). Exploring the link between reformed teaching practices and pupil learning in elementary school mathematics. School Science and Mathematics, 110(6), 309–326.
ABSTRACT: This study examined the classroom practices of beginning elementary school teachers’ instruction of mathematics and how it connected to their pupils’ learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers’ RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p < .05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school-based research.
Lloyd, G. M. (2008). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94.
ABSTRACT: This article describes one student teacher's interactions with mathematics curriculum materials during her internship in a kindergarten classroom. Anne used curriculum materials from two distinct programs and taught lessons multiple times to different groups of children. Although she used each curriculum in distinct ways, her curriculum use was adaptive in both cases. Anne's specific ways of reading, evaluating, and adapting the curriculum materials contrast with previous results about beginning teachers' curriculum use. Several key factors appeared to contribute to Anne's particular ways of using the curriculum materials: features of her student-teaching placement, her personal resources and background, and characteristics of the materials. Directions for future research about student teachers' and other teachers' curriculum use are suggested in accord with these factors.
Lloyd, G. M., & Behm, S. L. (2005). Preservice elementary teachers' analysis of mathematics instructional materials. Action in Teacher Education, 26(4), 48-62.
ABSTRACT: This article explores the practice of engaging prospective elementary teachers in the analysis of lessons from different textbooks. A rationale for such engagement, based on particular teacher education goals, is provided. The article focuses on a specific lesson analysis assignment given to prospective elementary teachers in which portions of mathematics textbooks were compared and contrasted. Examination of 23 preservice teachers' analysis of two textbook lessons (one fairly traditional and one more reform oriented) revealed that, with very few exceptions, the preservice teachers searched the textbook lessons for familiar, mainly traditional instructional components. The teachers' preference for traditional lesson components appeared to contribute to a tendency to make considerable misinterpretations of the two textbook lessons. These tendencies, including ways that the teachers attempted to justify differences between the two lessons, offer important insights into prospective elementary teachers' conceptions of the role of textbooks in the teaching and learning process. In addition, these findings suggest the necessity of involving prospective teachers more extensively in the analysis of textbooks, curriculum materials, and other instruction resources so that richer, more useful conceptions may develop.
Post, R. A. (2004). Generation of mathematical knowledge through teacher practice: Study of a novice elementary teacher. (Doctoral dissertation). Retrieved from Dissertation Abstracts International, 65(12). (ProQuest ID No. 845705381)
ABSTRACT: Research on teachers' knowledge has shown that elementary teachers often lack the deep, flexible, and conceptual mathematical understandings necessary for reform efforts in mathematics education to be realized in classroom practice. In order to meet the complex demands of developing a reform-oriented teacher practice, a considerable amount of teacher learning must take place through participation in the activity of teacher practice.
Using case study methods, this research analyzed the practice of one 1st-year elementary teacher as she implemented a reform-based curriculum program (Connected Mathematic Project) and participated in the school, classroom, and reform (i.e., curriculum materials and professional development) communities of practice. Data were collected from observations of three units of instruction, professional development sessions, concept maps, and interviews with the case study teacher and members of the school community. Analysis revealed the key role curriculum materials played in the generation of mathematical knowledge. The classroom and reform communities acted as catalysts in the teacher's participatory practices, which generated expanded, connected, and unresolved mathematical knowledge.
Waite, R.D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-,fourth-, and fifth-grade students in a large north Texas urban school district. (Doctoral dissertation). Retrieved from Dissertation Abstracts International, 61(10). (ProQuest ID No. 1251814391)
ABSTRACT: Data were examined in this study from student records in a large North Texas urban school district who were taught with two different mathematics curricula to determine whether or not they had different effects on student achievement. One of the mathematics curricula, Everyday Mathematics, was developed upon national mathematic standards, written by the National Council of Teachers of Mathematics. The other mathematics curriculum was district-approved, using a textbook from a large publisher, with a more traditional approach.
The students selected for the experimental group came from six schools that had implemented the Everyday Mathematics curriculum for the 1998-99 school year. An experimental group was formed from these students. Twelve schools with similar socioeconomic ratios, ethnic makeup and 1998 Iowa Test of Basic Skills mathematic score profiles were selected. A control group was formed from this population of students that was similar to the experimental group with the exception of having been taught using the district-approved mathematics curriculum.
These two groups were very similar in socioeconomic, ethnic, gender, and grade level makeup. Most importantly, the experimental group and control group were almost identical (there was no statistically significant difference) in their 1998 Iowa Test of Basic Skills mathematics scores, a gauge used to demonstrate that prior mathematics ability was equal going into the 1998-99 school year.
In the statistical analysis, almost all comparisons showed that the experimental group taught with the Everyday Mathematics curriculum had higher scores on the 1999 Texas Assessment of Academic Skills mathematics test. When compared to children with similar mathematics ability at the beginning of the 1998-99 school year, the students in this study who were taught using Everyday Mathematics showed greater achievement gains than students in classes that used the district-approved curriculum.