UNIVERSITY SUPPORT

A Resource for Researchers and Math Teacher Educators

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CPM’s 6-12 materials help bridge the gap between the IDEALS of teacher education courses and the REALITIES encountered in classrooms.

Complimentary access to renewable 18-month licenses for: 

What to Expect from CPM's Newest Curriculum, Inspiring Connections

Teacher editions support teachers to:

  1. Practice strategic questioning to support students in developing and using their mathematical understandings to grapple with meaningful, rigorous, rich mathematical tasks.
  2. Create a learning community where students’ identities and cultures are sustained as they grow their identities as mathematicians.
  3. Foster a class culture in which students take risks and make mistakes as a valued part of the learning process.
  4. Use strategies that support students in accessing the language and cultural assumptions embedded within mathematics problems.
  5. Skillfully facilitate discussions around mathematical tasks with contexts that illuminate complex social issues and patterns of inequity in society.

Student editions support students to:

  1. Successfully grapple with complex mathematical tasks through collaboration with peers and in independent practice.
  2. Provide and connect verbal, written, and visual explanations for mathematical strategies and concepts.
  3. Fully participate in linguistically diverse and language-rich classrooms.
  4. Critically interpret real-world data and data visualizations using interdisciplinary competencies.
  5. Articulate their mathematical strengths and areas for growth as well as the role of mathematics in their lives.

Teacher editions include:

*New in Inspiring Connections

Student editions include:

CPM’s Commitment to Inclusive Mathematics Curriculum

Diversity in the illustrations:

  • Varied gender expression
  • Many different races and ethnicities
  • Multiple physical abilities and visible aids (e.g., hearing aids, wheelchairs)
  • Diverse physical attributes, including weight, height, and hair (e.g., natural styles and dyed hair)
  • Various styles of clothing, including cultural clothing

Diversity in the text: 

  • Names from communities around the world
  • Tasks that defy gender stereotypes and include non-binary and gender-nonconforming identities (e.g., gender-neutral titles and pronouns)
  • Tasks that center cultures from around the world
  • Tasks that showcase real people (e.g., famous athletes)

Ways for Researchers and Math Teacher Educators to Use CPM

In Teacher Education Courses:

  • Use materials to support future teachers in learning to facilitate critical conversations in the math classroom. 
  • Contextualize pedagogy and content.
  • Enhance lesson-planning.
  • Modify lessons to meet local teaching performance assessment requirements.
  • Examine how resources incorporate pedagogical practices.
  • Use CPM materials for distance learning.
  • Model teaching CPM tasks.
  • Use CPM in rubric-based curricular-analysis.
  • Jointly select CPM tasks that meet your instructional goals.
  • Request print materials for your library’s curriculum collection.
  • Use as a edTPA and PPAT planning resource.

Collaborating with CPM Professional Learning:

  • Jointly select CPM tasks to meet your instructional goals.
  • Utilize CPM presentations in your courses.
  • Model with CPM-led lessons (e.g., introduce pre-service teachers to algebra tiles).
  • Access professional learning events (both you and your students).
  • Consider CPM classrooms as placements for future mathematics teachers.

FAQs

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A summary of CPM’s research base can be found at here.


CPM’s position statements:

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As a mission-driven organization  CPM is interested in promoting ambitious, equitable instruction in mathematics education. By providing this complimentary resource we hope to contribute to middle and secondary teacher education and professional development. In particular, we believe these Teacher Edition eBook materials may be useful for math methods courses and student teaching. 

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    No. There are no implied or explicit obligations beyond those described in the license agreement for the University Support Program’s eBook licenses.

 

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    The intention of the CPM University Support Program is to provide a resource to support academic teacher preparation coursework. Accounts and the related content are not offered for the personal use of participants outside of this context. Note, however, appropriate use could include using the materials in external settings, e.g., student teaching. CPM also ensures that teacher education students have access to the Teacher Edition eBook licenses for 18 months, so that they can continue to explore and use the materials once their course has ended.

 

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    Simply fill out the short Google form linked on this page. You will receive your licenses the Friday after you fill out the form, or, if you fill out the form well in advance of the academic term you will need the eBooks, then you will receive the eBook licenses closer to when the academic term begins.

 

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Anyone may request a free two-week preview of any of our programs by completing the CPM eBook preview form. Please refer them to pilots@cpm.org or have them reach out to their regional contacts, found here on CPM’s regional contacts webpage: Regional Contacts — CPM Educational Program.

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    We are adding instructors and institutions on a continuous basis.  See the pins on the map below.  If you have additional questions, please direct them to research@cpm.org.
CPM Educational Program

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Algebra Tiles Blue Icon

Algebra Tiles Session

Event Schedule and Registration
  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

Schedule & Registration

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

Schedule & Registration

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

Schedule & Registration

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

Schedule & Registration

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.

Core Connections Integrated III
Correlations

Correlation of INT3 to CCSS Appendix A PDF

Correlation of INT3 to CCSS Math Practices PDF

INT3 Text to CCSS Standards PDF

Core Connections Integrated II

Correlation of INT2 to CCSS Appendix A PDF

Correlation INT2 to CCSS Math Practices PDF

INT2 Text to CCSS Standards PDF

Core Connections Integrated I
Correlations

Correlation of INT1 to CCSS Appendix A PDF

Correlation INT1 to CCSS Math Practices PDF

INT1 Text to CCSS Standards PDF

Core Connections Algegra 2

CCSS Appendix A to Textbook CCA2 PDF

CCA2 Text to CCSS Standards Traditional PDF

Correlation CCA2 to CCSS Math Practices PDF

Core Connections Geometry
Correlations

Correlation of CCG to CCSS Appendix A PDF

CCG Text to CCSS Standards Traditional PDF

Correlation CCG to CCSS Math Practices PDF

Correlation of CCG to PARCC Model Framework PDF

Core Connections Algebra
Correlations

CCSS Appendix A to Textbook CCA PDF

CCA Text to CCSS Standards Traditional PDF

Correlation CCA to CCSS Math Practices PDF

Correlation of CCA to PARCC Model Framework PDF

Core Connections 3
Correlations

Core Connections 2

Core Connections 1