Bring More Math to More People

CPM Educational Program provides both

  • team worthy problem-based instructional materials.
  • extensive Professional Learning provided by experienced CPM teachers.
Three pillars of learning
  • Collaborative Learning: Students learn ideas more deeply when they discuss ideas with classmates.
  • Problem-Based Learning: Students learn ideas more usefully for other areas when they learn by attacking problems– ideally from the real world.
  • Mixed Space Practice: Students learn ideas more permanently when they are required to engage and re-engage with the ideas for months or even months.

*These pillars are 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. 

Read the 2023 CPM Research Base Report (PDF)

Read the 2013 CPM Research Base Report (PDF)

Read the Original CPM Research Base Report (PDF)

Student-Centered, Problem-Based Curriculum

CPM Educational Program, a California non-profit corporation, has provided problem-based instructional materials and professional development for teachers since its inception in 1989. CPM teaching strategies focus on how students best learn and retain mathematics. The research-based principles that guide the course are the following:

  • Students should engage in problem-based lessons structured around a core idea.
  • Guided by a knowledgeable teacher, students should interact in groups to foster mathematical discourse.
  • Practice with concepts and procedures should be spaced over time; that is, mastery comes over time.

CPM Works

Get to know the results and the experiential impact of CPM
Years serving Math Education
Teachers attending CPM Workshops
0 +
Middle School Books Sold Since 2015
0 +
High School Books Sold Since 2015
0 +

CPM Middle School Curriculum Usage

MS CC usage map

CPM High School Curriculum Usage

HS CC usage map


Dave Schmitz (Portage High School Math Teacher) says:

“It (CPM) really engages them and challenges them in a positive manner. One of the advantages is that topics spiral — we hit on the same topics over and over throughout the whole year, so it’s not like in years past where you cover a topic and after that chapter you’d be done. (A topic) comes back around over and over, and helps their retention level.” 

Cynthia (CPM Teacher) says:

“When I taught with a traditional book, my students would not even try a problem unless I showed them how to do a problem just like the one they were going to get for homework. Now, with CPM I can give any problem to students and they will always try to work through it, whether it is a problem that they have seen before or a completely new concept. It can be a team problem or individual problem and they will always try to solve it. They usually have a great idea about how to start or even solve the whole problem. The students continually open my eyes to the number of techniques they use to solve problem.”

Freshman (2nd year of CPM)

I like that the homework is both "review and preview" because I know I will be able to do it on my own at home. I also know that my teammates in class can work together to understand something new that we are learning.

Junior (3rd year of CPM)

I like the math notes boxes so I can see examples. I also like the closure activities where I can check my own work and find examples if I don't understand something.

CPM Student (Inspirations & Ideas)

My favorite thing about this math class is doing the activities because I am more of a hands on learner and I learn more when I do activities that involve me working with stuff and my grades have improved ever since we have done this course.

CPM Student

I like this class because it helps with me with my basic facts and we do things in our math class that are the same in our intervention. It is good for getting better at math and improving our skills and test skills.

CPM Student (Inspirations & Ideas)

This class helps with my regular math class, and I went up on my school’s benchmarks, and I feel more confident in my math class.

CPM Student (Inspirations & Ideas)

This class really helps me on my school benchmarks and other test scores. My scores went up because of this class and how small the group is and how we can learn more efficient.

CPM Student (Inspiration & Ideas)

I really like the way that this works because all the lessons make me do stuff I didn’t know before and then we do it a lot more often. Basically I learn it ahead of time before what we do in math class. Also it helps keep my math grade up because I learn new things.

CPM Student (Inspiration & Ideas)

I really like the way that this works because all the lessons make me do stuff I didn’t know before and then we do it a lot more often. Basically I learn it ahead of time before what we do in math class. Also it helps keep my math grade up because I learn new things.

Positioning Statements

Independent Reviews

Learning List logo

Read the Press Release.

Calculus 3 Textbook

CPM Educational Program’s Calculus, reviewed by Learning List, is included on the College Board’s Advanced Placement (AP) Example Textbooks List for Calculus AB and BC courses.

Learning List provides independent reviews of K-12 instructional materials and online courses. For more details, view the New Review: CPM Educational Program's Calculus.

To see Learning List's professional reviews and alignment reports for our products, visit

Read the complete EdReports Publisher Commentary for Core Connections, Courses 1-3 (PDF) and CPM’s response.

We invite you to read highlights from Ed review of CPM Middle School Core Connections, Courses 1­-3 (PDF).

We invite you to read the complete CPM Traditional Series EdReports review.

We invite you to read the complete CPM Integrated Series EdReports review.

You are now leaving

Did you want to leave

I want to leave

No, I want to stay on

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.