I like that the homework is both "review and preview" because I know I will be able to do it on my own at home. I also know that my teammates in class can work together to understand something new that we are learning.

**-Freshman (2nd year of CPM)**

I like that the homework is both "review and preview" because I know I will be able to do it on my own at home. I also know that my teammates in class can work together to understand something new that we are learning.

**-Freshman (2nd year of CPM)**

I like the math notes boxes so I can see examples. I also like the closure activities where I can check my own work and find examples if I don't understand something.

**-Junior (3rd year of CPM)**

It's harder to work through the problem than being given the answer. But when I was looking at my required college curriculum, I realized that this work helped me prepare better for college. You understand the methods for solving the problem, instead of a teacher handing you the formula. You understand why it works that way.

**-Senior (4th year of CPM)**

My daughter has always struggled with mathematics. But with CPM she began to like math and really understands what she is learning. All of the hands-on learning tools, like the Algebra tiles, have really helped her to finally succeed in math class.

**-Parent of CPM Student**

Having the chance to talk about the math with other students in her study team has been valuable for my daughter. This helps her see other students' struggles and how they think about the ideas. It helps reinforce her own skills as she explains her work out loud to others.

**-Parent of CPM Student**

We are already seeing the benefits of the program (after 3 years). Students seem to be better prepared for higher level math courses and stronger results are showing up on various standardized tests.

Students are organized into study teams and work on problem-based applications, team strategies and real-world applications. Many algebra teachers feel reenergized and are having more fun teaching math with the CPM approach. Algebra classes focus on both basic skills and problem solving strategies that are used to help students relate to and understand the concepts behind the problems. Our students are being taught Algebra in a more rigorous and relevant manner. It's really about discovering the math, rather than being told the math.

**-Julie, Wisconsin (Assistant principal)**

One of the main things I've heard from the teachers is that the structure of the lessons gives them the ability to quickly identify how individuals, small groups and the entire class are doing during a lesson. As a result the teachers are able to interact with students or facilitate activities to provide immediate responses. Students are less likely to fall through the cracks and students continue to progress at a productive pace.

**-Travis, Wisconsin (Math coordinator)**

We have students who have taken our traditional honors course sequence (algebra, geometry, algebra 2, pre-calculus) and students who have taken the same subjects using the CPM curriculum together in one AP Calculus class. The skills of the non-honors CPM students are not only competitive with those of the honor students but often the CPM students are more confident when applying their skills to new situations.

**-Suzi, Wisconsin**

I feel that when students have to explain themselves mathematically it helps them transition to becoming more independent learners in science. Because of CPM, I no longer teach math to my physics students, I simply review some ideas. I only wish that someone would start rewriting science texts with the same philosophy that the CPM folks have integrated into their materials.

**-John, Wisconsin (science teacher)**

The CPM program helps students see multiple ways of solving the same problem so they have a broad array of strategies for solving mathematics problems. This also helps students feel confident that they can solve challenging problems.

**-Mark, Wisconsin**

I love to learn. In my 19 years of teaching I have attended every kind of professional development there is, and CPM is hands down the best professional development I have ever attended.

**-Lorna, Wisconsin (Presidential awardee, NBCT, Einstein Distinguished Educator Fellow)**

CPM requires students to be actively involved in learning. They do not just sit and take notes while the teacher does the problems. Teachers need to circulate among the student study teams to ask good questions to provoke thought and to assess what the students know. Now that I have used CPM for four years, we see more students taking more math courses at the high school level.

**-Bruce, Wisconsin**

When telling a student that I was attending a conference for CPM, her response was:

*Mrs. L, please make sure to tell them that I failed Geometry last year but with our new books, I understand much better and have a high B.* – Courtney

In my career, I have taught from 4 different geometry series. Until I started teaching with CPM, I was high skeptical that my students truly understood the material. When our district adopted CPM, I was unhappy, since I was "comfortable" using our previous book. Then I decided to be part of the solution, and not part of the problem and give it a try. Now I'm embarrassed to say that I wasn't enthusiastic from the beginning. It has been the very best thing I have ever done in my classroom. Students need to not only learn to go through unconnected steps but to truly understand the ideas and how they are connected. To hear things like, "That is so cool", "I so get it; it totally makes sense to me!" "I finally understand something in math!" and "Why haven't we been using this all along?" convinces me that my students are engaged and being successful.

Having students work in study teams is valuable beyond the math. Yes, they will learn from each other and further their understanding of math, but they are learning life skills that their future employer will be looking for. Students are learning to communicate mathematically but also to work cooperatively as a team, with each of them fulfilling their roles to be successful. They are learning to deal with others with perhaps different personalities, strengths and weaknesses and learning to appreciate those differences.

**-Shelley, Oregon**

I taught mathematics using traditional texts for 19 years before I saw a sample of CPM. It was the curriculum I had been looking for. Many in my department were frustrated with the lack of problem solving ability of our students at all levels of math using traditional books, especially with our upper level pre-calculus and calculus students. While they could manipulate the problems well enough, they did not understand the underlying concepts and could not solve many basic applications. CPM has changed all of that while reenergizing the teachers. Most of the lessons are designed with problem solving as a central part of them. Student math confidence has increased. The number of students at all levels of mathematics in the high school has increased while failure rates have decreased. Students develop the ability to think through problems. After the first year of implementation, our testing coordinator said to me that students were no longer just guessing on questions they were not sure of but actually taking extra time to reason their way through them. That first year our state test scores jumped 14% and have increased every year from 2005-2009.

A secondary benefit of the Connections series is that it makes the math accessible to all students, which allowed us to eliminate our pre-algebra course. All incoming students start with the Algebra Connections course or higher. We have also been able to eliminate our multiple level courses. Before CPM we needed three courses for Geometry and two for Algebra 2. We now just have one at every level and have reduced failure rates at all levels.

**-Darrell, Oregon**

Our school district is a small, low-income district. A few years ago, our math scores were really low and we felt a lot of pressure. We adopted Everyday Math in Elementary school and CPM's Foundations for Algebra 1 and 2 in the middle school. This last school year (2008-2009), our 7th grade was at more than 90% advanced/proficient and our 8th grade was more than 80% advanced/proficient on the state test. Much of our success is due to being somewhat seamless and having curriculum that spirals and offers plenty of practice mixed with investigations. CPM offers our students a great chance to work daily in a format similar to the state test and retain their math skills through spaced practice and revisiting topics in other contexts.

**-Brian, Wisconsin**

In my 23rd year of teaching mathematics, our school district adopted the CPM curriculum. It was the first time I ever "heard" my students' thought processes!!

**-Pam, Colorado**

I would describe the CPM curriculum as simply "refreshing." I have just finished my 20th year of teaching, and my first year of teaching Geometry Connections. As I prepared for my geometry classes, I was often amazed at the approach CPM used for concepts. For example, in my traditional geometry classes, students would memorize the distance formula, and do problems mindlessly. Now with CPM, students use a right triangle with the Pythagorean theorem. It makes sense to them.

**-Catherine, Wisconsin**

For years students would say to me, "When are we ever gonna use this stuff?", and in a CPM classroom, I never hear this any more. Lessons are built around applications rather than drill. These are activities that stick with students, and help develop understanding.

It is never necessary for me to find "supplemental" practice materials. I keep in mind that "mastery takes time," and if students "don't get it" the first time, spaced practice brings it back. This reoccurring exposure helps the student develop a conceptual understanding.

The opportunity to talk about problems during team tests has been exciting for students. The talk is about mathematics, and hearing students talk and explain to each other reinforces their learning.

Creating their own toolkits/learning logs has been a good way for students to organize their learning. The fact that these study notes can be used on a test helps solidify their learning and removes the "fear" of not remembering pieces of information. Once their level of confidence and mastery with the mathematics grows, it is refreshing to see students wean themselves from the tool kit.

**-Virginia, Texas**

When Inverness evaluators came to my school to evaluate the effect a grant had had on math teaching in our district, the evaluators were impressed by the level of interaction among the students. They interviewed random students to see what the students thought about CPM and the inquiry approach. Almost all of the responses were positive. One student said that although his grade was not as good as it had been the previous year, he understood the math for the first time. He was very enthusiastic about his experience and did not want to go back to traditional instruction.

**-Julie, South Dakota**