A Resource for Researchers and Math Teacher Educators

CPM’s 6-12 materials help bridge the gap between the IDEALS of teacher education courses and the REALITIES encountered in classrooms.

Interested in the University Support Program?

Program Details

The primary goal of CPM’s University Support Program (USP) is to provide future 6-12 mathematics teachers with quality teaching resources as they prepare for and begin their careers. Through the USP, CPM offers complimentary access to teacher editions of CPM curriculum to MTEs and their future mathematics teachers throughout their preparation, including in methods courses, practicum, and student teaching.

The USP also provides complimentary access to mathematics education researchers and their research participants, if applicable.

The USP is not intended to provide materials for mathematics instruction in collegiate or secondary mathematics courses — it is exclusively for courses preparing teachers for mathematics pedagogy and for educational research. If you would like to use CPM materials to teach or tutor a mathematics course, please visit the CPM Shop.

Ways to Use CPM in
Teacher Education Courses

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Use CPM tasks as a context for:

  • Engaging in the 5 practices

  • Rehearsing instructional strategies that support teamwork 

  • Growing content knowledge

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Model teaching CPM tasks to:

  • Growing mathematical knowledge for teaching (MKT)

  • Highlight standards of mathematical practice

  • Illustrate best practice teaching strategies

Enhance lesson-planning with CPM resources, including:

  • Strategies for supporting collaborative learning

  • Pocket questions

  • Hands-on activities

  • eTools

  • Launch and closure activities

  • Formative assessment practices

  • Differentiation strategies


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Use CPM in rubric-based curricular-analysis and tasks to:

  • Become critical consumers of curricula

  • Compare the curricula used in their fieldwork


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As a mission-driven organization  CPM is interested in promoting ambitious, equitable instruction in mathematics education. By providing this complimentary resource we hope to contribute to middle and secondary teacher education and professional development. In particular, we believe these Teacher Edition eBook materials may be useful for math methods courses and student teaching. 

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    No. There are no implied or explicit obligations beyond those described in the license agreement for the University Support Program’s eBook licenses.


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    The intention of the CPM University Support Program is to provide a resource to support academic teacher preparation coursework. Accounts and the related content are not offered for the personal use of participants outside of this context. Note, however, appropriate use could include using the materials in external settings, e.g., student teaching. CPM also ensures that teacher education students have access to the Teacher Edition eBook licenses for 18 months, so that they can continue to explore and use the materials once their course has ended.


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    Simply fill out the short Google form linked on this page. You will receive your licenses the Friday after you fill out the form, or, if you fill out the form well in advance of the academic term you will need the eBooks, then you will receive the eBook licenses closer to when the academic term begins.


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Anyone may request a free two-week preview of any of our programs by completing the CPM eBook preview form. Please refer them to or have them reach out to their regional contacts, found here on CPM’s regional contacts webpage: Regional Contacts — CPM Educational Program.

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    We are adding instructors and institutions on a continuous basis.  See the pins on the map below.  If you have additional questions, please direct them to

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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.

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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.