Welcome to the Core-Plus Mathematics Site!
The Core-Plus Mathematics
Project (CPMP) has completed a significant revision of its international-like,
four-year high school mathematics program. The research-based curriculum
materials are the product of iterative cycles of design, development,
field-testing, and refinement over more than 20 years with support,
in part, from the National Science Foundation.
See the detailed timeline of the curriculum design, development, and evaluation for more information.
The new Common Core State Standards (CCSS) edition of Core-Plus Mathematics builds
on the strengths of previous editions that were cited as Exemplary by
the U.S. Department of Education Expert Panel on Mathematics and Science
and by the Business-Higher Education Forum as one of 32 education
programs (across all subject areas) that works to ensure college and
Key features of the CCSS
alignment with both the CCSS mathematical practices and
and functions, geometry and trigonometry, along with statistics
and probability each year within coherent and connected
inquiry-oriented, and technology-rich
on reasoning and sense-making, real-world applications,
and mathematical modeling
investigations promoting active learning, teamwork, and
use of CPMP-Tools software
and graphing calculators in each course
4, Preparation for Calculus, for STEM-oriented students
fourth-year course, Transition to
College Mathematics and Statistics, for college-bound
students whose intended program of study does not require
For further information
about the Core-Plus Mathematics program
and implementation support, contact email@example.com.
For review copies of Courses 1,
2, 3, and 4 (Preparation for Calculus) student and
teacher materials, contact your McGraw-Hill representative. You
may wish to request the CCSS Guide to Core-Plus Mathematics and
the Implementing Core-Plus Mathematics guide to aid in
your review and/or implementation of the program.
This material is
based upon work supported, in part, by the National Science Foundation
under grant nos. ESI 0137718, ESI 9618193, and ESI 9255257. Opinions
expressed are those of the authors and not necessarily those of the