Connected Mathematics Project (CMP): Research Overview

More than four decades of research, development, and
evidence-based innovation in middle grades mathematics education

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Overarching Goal of CMP

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.

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)
  
  Citations

  Asmasari, A., Suharti, S., Abrar, A. I. P., Nur, F., & Majid, A. F. (2025). Penerapan model Connected Mathematics Project (CMP) untuk meningkatkan kemampuan berpikir kritis siswa SMP. Jurnal Penelitian Inovatif, 5(3), 1917–1928.

  Ben-Chaim, D., Fey, J., Fitzgerald, W., Benedetto, C., & Miller, J. (1998). Proportional reasoning among 7th grade students with different curricular experiences. Educational Studies in Mathematics, 36(3), 247–273.

  Bieda, K. N., Bowers, D. M., & Küchle, V. (2020). The genre(s) of argumentation in school mathematics. Michigan Reading Journal, 51(2), 41–52.

  Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garger, T. (2012). Mathematical problem posing as a measure of the curricular effects on students’ learning. Educational Studies in Mathematics, 83(1), 57–69.

  Cain, J. S. (2002). An evaluation of the Connected Mathematics Project. Journal of Educational Research, 95(4), 224–233.

  Conklin, M., Grant, Y., Rickard, A., & Rivette, K. (2006). Prentice Hall Connected Mathematics Project: Research and evaluation summary. Pearson Education.

  Eddy, R. M., Berry, T., Aquirre, N., Wahlstrand, G., Ruitman, T., & Mahajan, N. (2008). The effects of Connected Mathematics Project 2 on student performance: Randomized control trial. Claremont Graduate University Institute of Organizational and Program Evaluation Research.

  Gulo, D. J. N., Sitepu, I., & Sembiring, R. K. (2025). Pengaruh pembelajaran Connected Mathematics Project (CMP) terhadap kemampuan koneksi matematika peserta didik kelas VII UPT SMPN 41 Medan. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 11(3), 221–239.

  Reys, R. E., Reys, B. J., Lapan, R. T., Holliday, G., & Wasman, D. G. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34(1), 74–95.

  Sari, W. P., Saleh Haji, H., & Nirwana, N. (2020). The effect of the Connected Mathematics Project (CMP) learning model on the ability to understand mathematical concepts. Jurnal Pendidikan Matematika Raflesia, 5(1), 103–111.

  Suksak, S. P. (2020). Investigating teaching practices for facilitating whole class and small group discussions in middle school mathematics classrooms (Doctoral dissertation, Indiana University).

  Ziana, A., & Ristontowi, R. (2020). Students’ mathematical communication skills in the Everyday Mathematics learning model and the Connected Mathematics Project. Jurnal Pendidikan Matematika Raflesia, 5(3), 44–52.

• 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)
  
  Citations

  Bray, M. S. (2005). Achievement of eighth grade students in mathematics after completing three years of the Connected Mathematics Project (Doctoral dissertation). Dissertation Abstracts International, 66(11).

  O’Clair, K. K. (2005). Impact on student achievement: Going to scale with a middle school math initiative (Doctoral dissertation). Dissertation Abstracts International, 66(5).

  Reys, R. E., Reys, B. J., Lapan, R. T., Holliday, G., & Wasman, D. G. (2004). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement: Corrections. Journal for Research in Mathematics Education, 35(2), 152.

  Tarr, J. E., Reys, R. E., Reys, B. J., Chavez, O., Shih, J., & Osterlind, S. J. (2008). The impact of middle grades mathematics curricula on student achievement and the classroom learning environment. Journal for Research in Mathematics Education, 39(3), 247–280.

• 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)
  
  Citations

  Cai, J. (2014). Searching for evidence of curricular effect on the teaching and learning of mathematics: Some insights from the LieCal project. Mathematics Education Research Journal, 26, 811–831.

  Moyer, J. C., Robison, V., & Cai, J. (2018). Attitudes of high-school students taught using traditional and reform mathematics curricula in middle school: A retrospective analysis. International Studies in Mathematics, 1–20.

• 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)
  
  Citations

  Armadhani, R. E., Franita, Y., & Chasanah, A. N. (2023). The influence of Connected Mathematics Project (CMP) learning models on student’s mathematical communication ability in view of self esteem. Journal of Instructional Mathematics, 4(1), 21–30.

  Cady, J. A., Hodges, T. E., & Collins, R. L. (2015). A comparison of textbooks’ presentation of fractions. School Science & Mathematics, 115(3), 105–116.

  Cai, J. (2014). Searching for evidence of curricular effect on the teaching and learning of mathematics: Some insights from the LieCal project. Mathematics Education Research Journal, 26, 811–831.

  Covington Clarkson, L. M. (2001). The effects of the Connected Mathematics Project on middle school mathematics achievement (Doctoral dissertation).

  Schneider, C. (1998). Connected Mathematics Project: Texas Statewide Systemic Initiative Implementation Pilot.

• 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)
  
  Citations

  Heck, D. J., Banilower, E. R., Weiss, I. R., & Rosenberg, S. L. (2008). Studying the effects of professional development: The case of the NSF’s Local Systemic Change through Teacher Enhancement Initiative. Journal for Research in Mathematics Education, 39(2), 113–152.

  O’Clair, K. K. (2005). Impact on student achievement: Going to scale with a middle school math initiative (Doctoral dissertation). Dissertation Abstracts International, 66(5).

• 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)
  
  Citations

  Amaliyah, A. Y., Pulungan, S. A., & Dhabitah, F. S. (2025). Developing a Connected Mathematics Project-based mathematics textbook to improve elementary school students’ conceptual understanding and self-confidence. Journal of Practice Learning and Educational Development, 5(4), 1206–1216.

  Widyawati, S., Rosydah, U., Setyawati, A., & Lestari, S. (2025). Evaluating the CMP model’s impact on mathematical connection abilities: Insights through self-efficacy levels. Al-Jabar: Jurnal Pendidikan Matematika, 16(1), 353–362.

  Purnamasari, W. (2013). Application of the model Connected Mathematics Project (CMP) in an effort to improve students’ adaptive reasoning abilities: A quasi-experimental study. Indonesia University of Education.

  Lee, Y., & Choi, H. (2022). A comparative study of 2015 revised curriculum textbooks and CMP textbooks on mathematics internal connection. The Korea Society of Elementary Mathematics Education, 26(3), 257–281.

  Choi, H., & Kim, G. (2023). Learning opportunities for students on “functions” provided by Korean and the U.S. middle-school mathematics textbooks. The Journal of Educational Research in Mathematics, 33(2), 359–378.