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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.


Beaudrie, B. P., & Boschmans, B. (2013). Transformations and handheld technology. Mathematics Teaching in the Middle School, 18(7), 444-450.

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Bouck, E. C., & Kulkarni, G. (2009). Middle-School Mathematics Curricula and Students with Learning Disabilities: Is One Curriculum Better? Learning Disability Quarterly, 32(4), 228-244.

ABSTRACT: Little is known about how best to teach mathematics to students with learning disabilities. This study explored the performance and self-reported calculator use of 13 sixth-grade and 15 seventh-grade students with learning disabilities educated in either standards-based or traditional mathematics curricula on multiple-choice and open-ended assessments. Across both groups of students: (a) curriculum did not impact the number of problems students answered correctly, (b) students answered more problems correctly on the multiple-choice than on the open ended assessments, (c) students self-reported low percentages of calculator use, and (d) curriculum did not impact students' self-reported calculator use. Overall, the results suggest that students with learning disabilities are not advantaged or disadvantaged by receiving either a traditional or a standards-based mathematics curriculum.

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Bouck, E. C., Kulkarni, G., & Johnson, L. (2011). Mathematical performance of students with disabilities in middle school: Standards-based and traditional curricula. Remedial and Special Education, 32(5), 429–443. 

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.

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.

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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.

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.