Connected Mathematics Project (CMP): Research Overview
More than four decades of research, development, and
evidence-based innovation in middle grades mathematics education
Overarching Goal of CMP
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The overarching goal of CMP is to help students and teachers develop mathematical knowledge, understanding, and skill along with an awareness of and appreciation for the rich connections among mathematical strands and between mathematics and other disciplines. All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of the vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventi veness, and technical proficiency. |
Evolution of CMP Over 40 Years
For more than 40 years, CMP at Michigan State University has designed, developed, field-tested, evaluated, and disseminated student and teacher materials for middle grades mathematics classrooms.
CMP: One of the Most Extensively Researched Mathematics Curricula
CMP is one of the most extensively researched mathematics curriculum programs in the history of mathematics education. Since the release of CMP1 in 1996, more than 600 research and evaluation studies have examined its impact and effectiveness. Research on CMP spans peer-reviewed journals, dissertations, conference proceedings, evaluation reports, and scholarly books.
| Study Type | Number of Studies |
|---|---|
| Journal Articles | 339 |
| Books & Book Chapters | 64 |
| Conference Proceedings | 66 |
| Dissertations & Theses | 136 |
| Evaluation Studies | 38 |
| Total | 643 |
Collectively, these studies examine a wide range of topics, including student learning, instructional practice, equity, teacher development, and curriculum implementation. Findings from independent researchers and external evaluators consistently affirm the effectiveness of CMP as a problem-based, inquiry-oriented mathematics curriculum.
Key Findings from CMP Research
- Greater Conceptual Gains. Compared with peers using conventional middle grades mathematics curricula, students
in CMP classrooms achieve greater conceptual gains that require mathematical modeling,
mathematical reasoning, critical thinking and/or careful articulation of mathematical
thinking. Research also shows that CMP students perform as well as or better than
peers on procedural skills and computation measures.
Asmasari et al., 2025; Ben-Chaim et al., 1998; Bieda et al., 2020; Cai et al., 2012; Cain, 2002; Conklin et al., 2006; Eddy et al., 2008; Gulo et al., 2025; Reys et al., 2003; Sari, et al., 2020; Suksak, 2020, Ziana & Ristontowi, 2020
- Long-Term Improvement in Student Performance in the Middle Grades. Research indicates that student achievement gains often increase after multiple
years of CMP implementation within schools. Sustained exposure to the curriculum is
associated with stronger mathematical understanding and improved student performance
over time.
Bray, 2005; O’Clair, 2005; Reys et al., 2004; Tarr et al., 2008
- Sustained Gains in High School. Longitudinal studies following CMP and non-CMP middle school students through high
school found that the advantages in conceptual understanding and problem-solving persisted
even after students transitioned to non-CMP high school curricula. CMP students performed
as well as or better than non-CMP students on a variety of learning measures. The
studies also found that significantly greater percentages of CMP students maintained
positive attitudes toward mathematics.
Cai, 2014; Moyer et al., 2018
- Improved Student Engagement and Communication. Compared to conventional mathematics classrooms, CMP classrooms place a greater focus
on students communicating mathematical ideas. CMP students had more positive experiences
and were more satisfied in their mathematics classes than non-CMP students. After
seeing the mathematics students can do, teachers do not favor returning to a conventional
curriculum.
Armadhani et al., 2023; Cady & Hodges, 2015; Cai, 2014; Covington Clark, 2001; Schneider,1998
- Effective Teacher Support and Professional Development. Students taught by CMP teachers with less teaching experience, but who participated
in more professional development and collaborative planning promoted by CMP, demonstrated
greater mathematics achievement. Evidence on the successful implementation of problem-centered
curricula like CMP points to the need for consistent, sustained professional development
and collaboration among teachers and administrators in a variety of forms.
Heck et al., 2008; O’Clair, 2005
- Global Reach CMP’s instructional model, Launch-Explore-Summarize (LES), is influencing curriculum
design internationally. Studies in Indonesia report that curriculum using the LES
model have improved conceptual understanding, confidence, and mathematical connections.
Curriculum analysis in South Korea highlight CMP’s stronger emphasis on reasoning
and understanding in topics such as geometry and functions.
Amaliyah et al., 2025; Widyawati et al., 2025; Purnamasari, 2013; Lee &Choi, 2022; Choi & Kim, 2023
The development of CMP1 and CMP2 was supported by funding from the National Science Foundation, for development, research, and professional development. With CMP3 and CMP4 the MSU authors and administration have used the CMP royalties to establish MSU Mathematics Education Endowment Funds which support research and development in math and science education.