CPM Research Grants

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Program Goals

CPM’s Research Grants Program aims to support research on problem-based mathematics learning, as well as on the strengths and limitations of particular designs for professional development 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 development.

Application Requirements

Proposed research must come from a single Research Institution in the United States, have a single Principal Investigator (PI), and can have up to two co-PIs. The Research Institution can contract with other research institutions (for example, if one of the co-PIs works at a different institution). However, 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.

Dissertation Awards

1 year, $30,000 fixed stipend

Applicants must be doctoral students in mathematics education (or a related field), enrolled at a US university (although US citizenship is not required), and in the candidate phase of their program with an approved dissertation proposal, as evidenced by a letter of support from the dissertation chair.

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Exploratory Research Grants

1 year, up to $50,000

Applicants must be educational researchers with doctoral degrees in mathematics education (or a related field) employed by either a university or research organization.

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Extensive Research Grants

2-3 years, up to $250,000

Applicants must be educational researchers with doctoral degrees in mathematics education (or a related field) employed by either a university or research organization.

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • 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

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

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ 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 rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.