Supports Teachers in Their Efforts to Make Classrooms a Better Place to Learn

4 teachers collaborating

CPM’s Teacher Research Corps strives to support teachers in their efforts to make classrooms a better place to learn and a more enjoyable place to teach.

The best ideas come from teachers. Since 2014, dozens of studies conducted by teachers in CPM’s Teacher Research Corps (TRC) have resulted in improvements in how CPM supports teachers to enact its curriculum. The goal for CPM’s TRC is straightforward — help more students learn more math by investigating problems of practice experienced by CPM teachers. In TRC, CPM teachers work with colleagues from around the US to identify, define, and pursue problems of practice that matter to them in their classrooms. Aligned with its grassroots beginnings, the success of CPM’s teacher research has prompted CPM to continue to trust and build on the intellectual effort and wisdom of teachers.

TRC aims to support dedicated CPM teachers as they grow their expertise in ways that help them better understand their own students’ thinking, while also sharing their findings in ways that can be used by their fellow CPM teachers to grow their own practice. Some ways that teacher researchers share their findings include creating research reports, conference presentations (including but not limited to CPM’s annual Teacher Conference), publishing in professional journals, writing newsletter articles for CPM, posting on the TRC blog https://imath.us, and talking with their local colleagues.

TRC has welcomed diverse areas of investigation such as dismantling systemic inequities perpetuated by traditional mathematics instruction, supporting student learning and ownership through self-assessment, facilitating equitable student voice, increasing mathematical discourse, and leveraging students’ authentic problem-solving approaches through math talks.

TRC is always open to suggestions for new areas of investigation that participating teachers are passionate about, and welcomes additional proposals for the summer meeting from any current CPM teacher who is interested in being part of TRC (TRC Flyer (PDF)). Please visit https://imath.us to learn about several of the current investigations and contact Mark Coté via email at markcote@cpm.org if you would like more information about the program. Also, listen to CPM’s More Math for More People podcasts, podcast #4, and podcast #16 to learn more about TRC.

The TRC Leadership Team

You are now leaving cpmstg.wpengine.com.

Did you want to leave cpmstg.wpengine.com?

I want to leave cpmstg.wpengine.com.

No, I want to stay on cpmstg.wpengine.com

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.

Edit Content

Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their 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 rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.