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.
Arbaugh, F., Lannin, J., Jones, D. L., & Park Rogers, M. (2006). Examining instructional practices in Core-Plus lessons: Implications for professional development. Journal of Mathematics Teacher Education, 9(6), 517-550.
ABSTRACT: In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.
Bouck, M., Keusch, T., & Fitzgerald, W. (1996). Developing as a teacher of mathematics. The Mathematics Teacher, 89(9), 769-73.
ABSTRACT: This study investigated the impact of mathematics curriculum (standards based vs. traditional) on the performance of sixth and seventh grade students with disabilities on multiple-choice and open-ended assessments aligned to one state’s number and operations and algebra standards. It also sought to understand factors affecting student performance on assessments: ability status (students with and without disabilities), curriculum (standards based vs. traditional), and assessment type (multiple choice vs. open ended). In all, 146 sixth grade students and 149 seventh grade students participated in the study. A linear mixed model for each grade revealed students with disabilities did not perform better in either curriculum. Furthermore, curriculum type was not a significant factor affecting student performance; however, ability status, time, and assessment type were. The implications of these results are discussed.
Burdell, C., & Smith III, J. P. (2001). “The math is different, but I can deal”: Studying students’ experiences in a reform-based mathematics curriculum. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
ABSTRACT: The research reported in this paper describes the mathematical experiences of 9 students who moved from a traditional mathematics program in junior high school to a high school mathematics program structured by current reforms in curriculum and teaching. We will refer to the high school site of this work as Logan High (though the name is fictitious). Logan has for some years implemented the Core-Plus Mathematics Project materials for most of its grade 9–12 students, including some (but not all) students who come out of the “advanced” mathematics track in the junior high school. We recruited 24 Logan student volunteers starting in January 2000 and have tracked these students in their mathematics work for 2.5 semesters.
We report on the experiences of 9 of these students, drawing on a maximum of 3 semesters of mathematics coursework (Spring 2000, Fall 200, and Spring 2001). We have analyzed their mathematical experiences along 4 dimensions: (1) performance in mathematics, (2) disposition towards the subject, (3) approach to learning the subject, and (4) differences students see between traditional and Core-Plus mathematics curricula and teaching. All of our 9 students reported differences between their past and present mathematics programs as they moved into Core-Plus, but in only 2 cases was there any significant change in performance across the curricular shift.