Submission Deadline: June 1 at 11:59 pm PST
Award Duration: 1-2 Years
Number of Awards Available: 1
Submission:
Applications should be submitted in pdf form by the deadline using the “Submit a Proposal” button at the top of this page. Late proposals will not be accepted. Please send questions to research@cpm.org
Decision Announced: October
Funding Cap: $50,000
CPM Educational Program (“CPM”, https://cpm.org/who-are-we) is a California nonprofit 501(c)(3) corporation dedicated to improving grades 6-12 mathematics curriculum and instruction. Therefore, one of the goals of CPM is to support research on problem-based mathematics learning, as well as on the strengths and limitations of particular designs for professional learning around instruction aimed towards such learning. To this end, CPM offers award opportunities to fund educational research that will contribute to the understanding of how to improve mathematics teaching and learning in grades 6-12 in the United States. These awards support research that build theory, develop methodological tools, and establish knowledge around four key features of secondary mathematics education: curricular materials, teaching, learning, and/or professional learning.
CPM wishes to fund research that serves the wider mathematics education community by leading to the development of theory and the improvement of practice. CPM encourages research proposals that consider important educational questions that can inform mathematics education in areas such as curriculum design, teacher education and professional learning, and ecological features that support teacher or student learning. All funded research proposals will (a) be consistent with the mission and support the vision of CPM, (b) offer insight into ways to improve mathematics teaching and learning at the secondary level, and (c) demonstrate the potential to lead to publishable results to support the broader mathematics education research field. Examples of topics relevant to this call for proposals include but are not limited to:
Research questions do not need to focus centrally on CPM or be solely about CPM, but all proposals should make clear how CPM materials or professional learning are involved and a good fit for the project’s goals. Research about textbook content alone can focus on student or teacher versions of curriculum and should involve the most recent version of textbook materials.
All proposed project must include at least one deliverable that supports the practice of mathematics education. Examples include but are not limited to frameworks for curriculum design, teacher observation tools, surveys, and design principles for professional learning workshops. CPM will have the right to use deliverables to support the teachers and students who use CPM materials and professional learning
Because of the paucity of video available from collaborative, problem-based mathematics classrooms at middle- and high-school levels, studies that can increase the number of video cases usable in teacher education and professional learning are highly encouraged, not required.
Research proposals to evaluate curricula will not be considered. For example, a research question such as, Do students persevere more in problem solving in CPM classrooms compared to other classrooms?, will not be considered for funding as such questions are not designed to produce findings useful for improving mathematics education outside of CPM contexts.
Proposals that evidence or are likely to propagate a deficit perspective of teachers will not be considered for funding.
Proposed research must come from institutions or organizations (not individuals) supporting educational research in the United States, have a single Principal Investigator (PI) with a doctorate in mathematics education or in an equivalent field, and can have up to two co-PIs. The institution(s) or organizations can contract with other institutions (for example, if one of the co-PIs works at a different institution). CPM will communicate with and fund the primary institution as the institute responsible for the study.
All PIs and co-PIs on projects funded by CPM must be certified for research on human subjects, and, if awarded funding, receive and furnish evidence for IRB approval prior to starting the research.
A budget table and budget justification are required. Budgeted expenses must be clearly linked to research goals, including course buyout information (must be warranted by study design), participant honorariums (note that CPM expects the time and participation of any teachers to be respected and compensated appropriately), and any relevant and necessary equipment or supplies.
CPM textbook materials can be included in the proposed budget as needed, or an eBook license can be provided free of charge for awardees. Proposal authors who are not yet familiar with CPM are strongly encouraged to contact research@cpm.org to access relevant information regarding CPM curricular materials, professional learning, coaching, and/or classroom implementation.
The budget must include funding for travel to and from the annual CPM Teacher Conference (held in California, typically in February) for at least the Primary Investigator in order to present emerging findings in a manner appropriate for a teacher audience. This travel will occur the year following the grant’s conclusion.
Eligible expenses for travel to conferences (beyond the CPM annual conference) are limited to research conferences at which the proposed research results are presented. The total travel budget (beyond the CPM annual conference) is limited to $2000 per year.
As a nonprofit organization, CPM is governed by its Board of Directors and can only accept budgets that include a maximum of 10% in indirect costs. Budgetary limits are inclusive of indirect costs.
Budgets must include line items for projected equipment purchases.
The following template must be used for the budget: CPM Grants Budget Template.
In addition, proposals must include the following elements (beyond the narrative page limit):
Proposals will be reviewed by a series of sub-committees composed of established and early career scholars employed by universities rather than CPM, as well as CPM teacher leaders or other CPM employees whose daily work is closely tied to the practical work of teaching. The review process is rigorous and attends to each of the above areas in detail, including how each section supports the overall goal of the proposed research and the ways in which the proposed research will contribute to existing research. Please be sure to attend to each area carefully so as to construct a coherent proposal, while also attending to page limits and feasibility of research within the timeline and budget. Review categories include:
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0.1.1
Who are my classmates?
0.1.2
How do I work collaboratively?
0.1.3
What questions can I ask?
0.1.4
How can I categorize my words?
0.1.5
How can I communicate my ideas?
0.1.6
How can the team build this together?
0.1.7
What do we need to work togethe
1.1 Numbers and Data
1.1.1 How should data be placed on this line?
1.1.2 Where do these numbers belong on this line?
1.1.3 How can I use two lines to solve problems?
1.1.4 How can data be used to answer a question?
1.1.5 How are histograms helpful?
1.1.6 How else can data be displayed?
1.2 Shapes and Area,
1.2.1 How can I write equivalent expressions in area and perimeter?
1.2.2 What shapes make up the polygon?
1.2.3 How can I make it a rectangle?
1.3 Expressions
1.3.1 How can I describe it using symbols?
1.3.2 What are the parts of an expression?
1.3.3 How do I work with decimals?
1.3.4 How do I multiply multi-digit decimals?
1.3.5 How can I represent the arrangement?
2.1 Ratio Language
2.1.1 How can I compare two quantities?
2.1.2 How can I write ratios?
2.1.3 How can I see ratios in data representations?
2.2 Equivalent Ratios
2.2.1 How can I visualize ratios?
2.2.2 How can I see equivalent ratios in a table?
2.2.3 How can I see equivalent ratios in a double number line?
2.2.4 How can I see equivalent ratios in tape diagrams?
2.2.5 How can I use equivalent ratios?
2.2.6 What do these represent?
2.3 Measurement
2.3.1 What are the measurements?
2.3.2 What are the units?
2.3.3 How can I convert units
3.1 Measures of Center
3.1.1 How can I measure the center?
3.1.2 How else can I measure the center?
3.1.3 Which is the better measure of center?
3.1.4 What happens when I change the data?
3.2 Integers
3.2.1 What numbers do I see?
3.2.2 What number is this?
3.2.3 What does a number line say about a number?
3.2.4 How do I compare different types of numbers?
3.3 Absolute Value
3.3.1 How do I describe the location?
3.3.2 How far do I walk?
3.3.3 Which one is greater?
3.3.4 How do I communicate mathematically?
3.4 Coordinate Plane
3.4.1 How can you precisely indicate a location?
3.4.2 What is the correct order?
3.4.3bWhat symbol represents me?
4.1 Fractions, Decimals, and Percents
4.1.1 How can I tell if the ratios are equal?
4.1.2 What does “percent” mean?
4.1.3 How can I convert a fraction?
4.1.4 How can I convert a percent?
4.1.5 How can I convert a decimal?
5.1 Variation in Data
5.1.1 How do I ask a statistical question?
5.1.2 What does each representation say about the data?
5.1.3 What does the box in a box plot represent?
5.1.4 How else can I describe data?
5.2 Area
5.2.1 What is the height?
5.2.2 Can I reconfigure a parallelogram into a rectangle?
5.2.3 How do I calculate the area?
5.2.4 How many triangles do I need?
5.2.5 What is my perspective?
5.2.6 Is it fair to play by the rules?
5.2.7 What shapes do I see?
5.3 Fractions
5.3.1 How can I represent fraction multiplication?
5.3.2 How can I multiply fractions?
5.3.3 How can I multiply mixed numbers?
6.1 Rules of Operations
6.1.1 What does it mean?
6.1.2 What do mathematicians call this?
6.1.3 How much should I ask for?
6.1.4 How can I write mathematical expressions?
6.1.5 How do mathematicians abbreviate?
6.1.6 In what order should I evaluate?
6.2 Multiples and Factors
6.2.1 When will they be the same?
6.2.2 What are multiples?
6.2.3 What do they have in common?
6.2.4 Who is your secret valentine?
6.2.5 How can I understand products?
6.2.6 How can I rewrite expressions?
6.2.7 Which method do I use?
7.1 Whole Number and Decimal Division
7.1.1 How can I share equally?
7.1.2 Which strategy is the most efficient?
7.1.3 How can I write the number sentence?
7.1.4 How can I divide decimals?
7.1.5 How should the problem be arranged?
7.2 Fraction Division
7.2.1 What if the divisor is a fraction?
7.2.2 How many fit?
7.2.3 How can I visualize this?
7.2.4 What is common about this?
7.2.5 How can I use a Giant One?
7.2.6 Which method is most efficient?
8.1. Algebra Tiles
8.1.1 What do these shapes represent?
8.1.2 What does a group of tiles represent?
8.1.3 What is an equivalent expression?
8.1.4 Which terms can be combined?
8.1.5 What do the numbers mean?
8.1.6 What can a variable represent?
8.2 Expressions
8.2.1 How can I count it?
8.2.2 What if the size of the pool is unknown?
8.2.3 How can I use an algebraic expression?
8.3 Equations and Inequalities
8.3.1 Which values make the equation true?
8.3.2 How can patterns be represented?
8.3.3 What is the equation?
8.3.4 How many could there be?
1.1 Data and Graphs
1.1.1 How can I represent data?
1.1.2 How can I use data to solve a problem?
1.1.3 Is the roller coaster safe?
1.1.4 Is there a relationship?
1.1.5 What is the relationship?
| 8.1 | Introduction to Functions | |
| 8.1.1 | How can you (de)code the message? |
| 8.1.2 | How can a graph tell a story? |
| 8.1.3 | What can you predict? |
| 8.1.4 | Which prediction is best? |
| 8.1.5 | How does the output change based on the input? |
| 8.1.6 | How do you see the relationship? |
8.2 | Characteristics of Functions | |
| 8.2.1 | What is a function? |
| 8.2.2 | How can you describe the relationship? |
| 8.2.3 | How do I sketch it? |
| 8.2.4 | How many relationships are there? |
8.3 | Linear and Nonlinear Functions | |
| 8.3.1 | Is it linear or nonlinear? |
| 8.3.2 | What clues do ordered pairs reveal about a relationship? |
| 8.3.3 | What other functions might you encounter? |
| 9.1 | Volume | |
| 9.1.1 | Given the volume of a cube, how long is the side? |
| 9.1.2 | What if the base is not a polygon? |
| 9.1.3 | What if the layers are not the same? |
| 9.1.4 | What if it is oblique? |
| 9.1.5 | What if it is a three-dimensional circle? |
9.2 | Scientific Notation | |
| 9.2.1 | How can I write very large or very small numbers? |
| 9.2.2 | How do I compare very large numbers? |
| 9.2.3 | How do I multiply and divide numbers written in scientific notation? |
| 9.2.4 | How do I add and subtract numbers written in scientific notation? |
| 9.2.5 | How do I compute it? |
9.3 | Applications of Volume | |
| 9.3.1 | What does a volume function look like? |
| 9.3.2 | What is the biggest cone? |
| 9.3.3 | How do all the items fit together? |
| 10.1 | Explorations and Investigations | |
| 10.1.1 | How close can I get? |
| 10.1.2 | Can you make them all? |
| 10.1.3 | How many triangles will there be? |
| 10.1.4 | What’s my angle? |
| 10.1.5 | Function-function, what’s your function? |
| 10.1.6 | Is it always true? |
| 10.1.7 | What’s right? |
| 10.1.8 | What’s your story? |
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.
