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 firstname.lastname@example.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
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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.