Request for Proposals

CPM Educational Program offers funding opportunities for educational research that will contribute to the understanding of how to improve mathematics teaching and learning broadly.  CPM Educational Program is a California nonprofit corporation dedicated to improving mathematics curriculum and instruction in grades 6-12 in the United States. 

This request for funding proposals invites mathematics education doctoral students and faculty to propose projects that advance the field of mathematics education through research that includes CPM classrooms, professional development, or curriculum materials.  This grant program supports 1-year CPM Dissertation Fellowship Awards, 1-year Exploratory Grants, and 2-3-year Extensive Research Grants. 

Proposals are due January 28, 2019 with decisions announced in May, 2019. Details and submission guidelines can be found in the request for proposals for funding document.  Questions should be directed to research@cpm.org


Previous Research Awards

 
 Photo of Dr. Lorraine M. Males

Photo of Dr. Lorraine M. Males

Examining Novice Teachers’ Interactions with Curriculum Elements (ENTICE)

Curriculum materials are integral to the design of mathematics instruction with more than 80% of K-12 teachers using a curricular program. Although we know that curriculum materials influence mathematics instruction, we still know little about how curriculum materials influence instruction. In particular, we know little about the interactions that occur between teachers and text during use and how differences in text influence these interactions. The purpose of this study is to examine how prospective secondary teachers (PSTs) interact with curriculum elements in two lessons from different mathematics curriculum materials (CPM Algebra Core Connections and Pearson Education, Inc. Algebra I Common Core) focused on the same content when asked to use the curriculum materials as a tool during planning. Read More...

 Photo of Frances K. Harper

Photo of Frances K. Harper

Equitable Mathematics Teaching and Learning in Practice: Exploring Students’ Negotiations of Identity and Power

This dissertation study built on and extended research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice and complex instruction (a specific approach to collaborative learning), and students’ mathematics learning and identity development. Although different in their structures and strategies, equity-minded mathematics teaching approaches focus on supporting historically marginalized students to see themselves as capable learners, does, and users of mathematics by challenging power structures that perpetuate inequity within mathematics and mathematics classrooms. The context for the study was a 9th grade geometry class in a STEM-themed, open-enrollment magnet school with a diverse racial and ethnic student population. Read More...