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|Q||What are some tips for effectively implementing the Core-Plus Mathematics Project curriculum?|
|A||Based on our experiences working with schools to implement the CPMP curriculum, Contemporary Mathematics in Context, we recommend that careful consideration be given to the form of implementation in a district and to the groundwork needed to build support for school mathematics reform. In addition, a professional development plan to support teachers is crucial to effective implementation of the curriculum. Some things to consider prior to implementation are the following:|
|Q||How can students be accelerated in the Core-Plus Mathematics Project curriculum?|
|Q||What is the role of professional development in implementing the Core-Plus Mathematics Project curriculum?|
Because much of the content in statistics, probability, and discrete mathematics is new for many teachers, and because some of the familiar material is developed more fully than in traditional mathematics, teachers need advice and support from other teachers and administrative support in order to implement the curriculum effectively. (Professional Development Opportunities)
Active involvement of students also requires a different type of planning by teachers. The Teacher Resource materials encourage teachers to be listening, observing, questioning, facilitating student work, and orchestrating class discussions in new ways. Professional development programs organized around reflecting on practice enable teachers to hone their skills in these areas.
At the very least, teachers should attend a professional development workshop led by an experienced CPMP teacher. In addition, schools should strongly consider providing the following supports:
|Q||What behaviors and characteristics of Core-Plus Mathematics teachers are associated with students' growth in mathematics achievement?|
We examined the classroom practices of 20 teachers during the field test of CPMP Course 1. Ten of these teachers comprised the top quartile of field-test teachers and the other 10 the bottom quartile with respect to their students' growth in mathematical achievement over the one-year course. Achievement was measured by a nationally standardized test called the Ability to Do Quantitative Thinking which is the mathematics subtest of the Iowa Tests of Educational Development. The primary data sources were: trained observer's holistic rating of the alignment of the instructional practice and classroom climate with CPMP's teaching for understanding model, self-perceptions of practice by the teachers, and expressed concerns of the teachers about the new curriculum.
results from this study, summarized below, are reported in a peer-reviewed
article published in the Journal for Research in Mathematics
The description of the "effective" (i.e., first-quartile) teacher that emerged from analyzing the data from these sources follows. This teacher may be of either gender, but we will use female pronouns for convenience.