Collaborative Learning: Students learn ideas more deeply when they discuss ideas with classmates.
Problem-Based Learning: Students learn ideas more usefully for other arenas when they learn by attacking problems—ideally from the real world.
Mixed, Spaced Practice: Students learn ideas more permanently when they are required to engage and re-engage with the ideas for months or even years.
These pillars were synthesized from NCTM standards and research on constructivism in the early 1990s. The Three Pillars are still reflected in current NCTM standards and research in mathematics education; what we know about their benefits for mathematics learning continues to deepen and expand but not shift.
Dr. Tom Sallee, a mathematician and co-founder of CPM, reviewed and synthesized the research on mathematics learning in relation to each of The Three Pillars. Read CPM’s research base reports listed below to learn more about the evidence.
1CPM originally used the term “cooperative learning” rather than “collaborative learning.” As research emerged showing the powerful difference between cooperative and collaborative learning for student outcomes, CPM has shifted it’s language to reflect the research. For more information, please see the Cooperation v. Collaboration Research Brief (PDF).
I want to leave cpmstg.wpengine.com.
No, I want to stay on cpmstg.wpengine.com
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.