
Teacher Reflections
Reflections
of CPMP Teachers
Comments from the field:
"Our
department is excited about implementation of the new Common Core
State Standards for Mathematics (CCSS). We believe that the
change will be relatively easy for our program because CorePlus
Mathematics aligns well with the CCSS, including the Mathematical
Practices Standards. Our students are engaged daily in problem
solving, reasoning, making sense of mathematics, and using technological
tools strategically." 
"The CorePlus
Mathematics series offers challenging problems with reallife
contexts that engage students and provide an excellent structure
for connecting key mathematical ideas. The materials are also
supportive in promoting meaningful student discourse that helps
build strong conceptual understandings, especially as students
move from informal to more abstract ideas." 
"It is amazing
how closely the second edition of CorePlus Mathematics aligns
with the Common Core State Standards for Mathematics, both in content
and in the vision of mathematical proficiency described by the
Standards for Mathematical Practice! The Modeling Standard is embedded
seamlessly throughout all four courses, supporting students as
they develop creative problem solving strategies, and emphasizing
the rich connections among the different strands of mathematics." 
"I've learned
that math can be exciting and dynamic (after 23 years); that I'm
not done learning; that this is math that all students can and
should experience; that math classes need not be tracked; and that
we need to be active in changing misconceptions about math abilities." 
Following
the first year of teaching CPMP:
"I
have rethought what mathematics is appropriate for all students
and whether mathematics can be comprehended by all." 
"I
have discovered that I don't need to be the giver of all information
 like I was so used to  like I thought I had to be. These students
really can do the investigations. They CAN discover on their own
and learn the material. They can explain it in their own words
and understand it." 
"Students working
in teams are able to help each other and discover more information
than ever before. Special education students are learning with
this program. You usually cannot tell which students they are." 
"I have always
believed that student ownership of whatever content, using whatever
pedagogy, was the key to long term learning. CPMP forces student
ownership without the students' realization." 
Following
two years of teaching CPMP:
"The
contexts such as the 'whale tale' seem to provide students with
a hook on which to place concepts. This allows students to retrieve
the mathematics at a much later time." 
"Teaching
CPMP has greatly altered my outlook on how much material and the
difficulty level of material that students can handle." 
"The reviews
at the first of the year that I thought were so necessary  are
not. Students will remember needed information that they have learned." 
"There is so
much more to teaching mathematics than what I've done in the past." 
"I have believed
the 'challenging material' was not just for the socalled 'A students.'
CPMP challenges every student every day to figure out what is going
on and how it fits into the big picture." 
"I know that
the kids are learning more, they remember it longer, and they put
all the pieces together to form the big picture (the connections
are everywhere)." 
Following
three years of teaching CPMP:
"I
have found that students will remember topics in terms of the 'big
problem' and then recreate the steps from memory as they encounter
a similar problem a year later." 
"Developing
student interest is a big issue. An application approach to topics
enhances student interest. Students enjoy figuring things out for
themselves and CPMP allows them to do this." 
"CPMP
has changed the way students view mathematics. Instead of being
a static body of knowledge and methods to be learned and memorized,
mathematics is now a way of thinking about problems and their solutions." 
"Any time kids
are engaged in investigativediscovery type learning they have
a better grasp of the concepts studied and seem to retain that
which they have learned. Maybe this is because they likely feel
some ownership in their learning with this method." 
"For too long
I 'taught' concepts by 'telling' students what they should know.
I could see the lack of understanding in so many of their eyes,
but I had no better way of helping them to learn. Now, students
make sense of the concepts themselves, and many more of them are
having true, deep understanding." 
"Smart students
must learn to think and explain. All students can think
 some students just need confidence to express it." 
Following
four years of teaching CPMP:
"I
think the CPMP has really empowered my students. They are much
more competent in their mathematical reasoning ability than traditional
[students]." 
"The
content of CPMP is much fuller and contains some content I had
never had myself. The CPMP curriculum throughout is much more challenging
than I first expected and certainly more so than traditional." 
"The jump in
difficulty level each year always amazed me. I would not have believed
that such a variety of students could be successful in this curriculum." 
"It has totally
changed the way I think about and teach students mathematics. I
don't think I could ever go back and teach in a traditional setting
again." 
"I feel I understand
mathematics much better and can teach it from a sensemaking perspective,
rather than a set of rules." 
"I'm a much
better teacher now, with far greater awareness of applications
and wider range of teaching/assessment strategies." 
