May 2025 Recovery, “new normal,” learning loss, opportunity loss—we have heard so many things about the effect the pandemic had on students. Some schools had
May 2025 What does a community of mathematical thinkers look like? It starts when all students are doing the thinking. Students are talking to each
March 2025 Being a new teacher is hard. Being a new teacher and supporting a student-centered classroom is… overwhelming. As a veteran teacher reflecting back
March 2025 “Observations” can feel like a bad word; it can mean wasted time, judgment, and stress. But it doesn’t have to be like this!
As an educator, I teach students life skills such as perseverance and self-compassion through mathematics, but how often do we push our own growth in those same ways? Once we find what “works” for us, we get comfortable and often become complacent.
I’ve been thinking about how to normalize students changing their minds in math class. The way I see it, you have to change your mind to learn.
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2.3.4
Defining Concavity
4.4.1
Characteristics of Polynomial Functions
5.2.6
Semi-Log Plots
5 Closure
Closure How Can I Apply It? Activity 3
9.3.1
Transition States
9.3.2
Future and Past States
10.3.1
The Parametrization of Functions, Conics, and Their Inverses
10.3.2
Vector-Valued Functions
11.1.5
Rate of Change of Polar Functions
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.
