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.


Adams, L. M., Tung, K. K., Warfield, V. M., Knaub, K., Mudavanhu, B., & Yong, D. (2002). Middle school mathematics comparisons for Singapore Mathematics, Connected Mathematics Program, and Mathematics in Context. Report submitted to the National Science Foundation by the Department of Applied Mathematics, University of Washington.

Anderson, N. C. (2008). Walk the line: Making sense of y = mx + b. In C. E. Greenes & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics, 70th yearbook (pp. 233-246). Reston, VA: National Council of Teachers of Mathematics.

Anderson, V. J. (2010). Connected Mathematics Project, 2nd edition, implementation in Seattle: The experience of teachers and principals. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71 (2-A), 432.

Wilson, Nazemi, Jackson, Wilhelm (2019). Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success. Journal for Research in Mathematics Education. Vol. 50, No. 4, 362-400

ABSTRACT: This article outlines several forms of instructional practice that distinguished middle-grades mathematics classrooms that were organized around conceptually oriented activity and marked by African American students’ success on state assessments. We identified these forms of practice based on a comparative analysis of teaching in (a) classrooms in which there was evidence of conceptually oriented instruction and in which African American students performed better than predicted by their previous state assessment scores and (b) classrooms in which there was evidence of conceptually oriented instruction but in which African American students did not perform better than predicted on previous state assessment scores. The resulting forms of practice can inform professional learning for preservice and in-service teachers.

NOTE: This study was done in CMP classrooms.