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.
Fey, J. T., & Philips, E. D. (2005). A course called Algebra 1. In C. Greenes & C. Findell (Eds.), Developing students’ algebraic reasoning abilities (pp. 4-16). Lakewood, CO: National Council of Supervisors of Mathematics.
ABSTRACT: As suggested by the NCTM Principles and Standards 2000, an overarching focus for algebra is on developing student ability to represent and analyze relationships among quantitative variables. From this perspective, variables are not letters that stand for unknown numbers-they are quantitative attributes of objects (like measurements of size), patterns, or situations that change in response to other quantities or with the passage of time. Understanding and predicting patterns of change in variables emerges as the most important goal of algebra, with linear functions a cornerstone of beginning algebra. This paper provides a framework for ways to organize these ideas into a comprehensive and coherent curriculum and a set of dispositions that should be outcomes for students.