Connected Math Project (CMP2)

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Connected Math Project (CMP2)

• Cindy Kostes
• Director of Curriculum
  Instruction
• ckostes_at_ctreg14.org
  

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Connecticut Districts Using CMP2

• Newington, Colchester, Avon, New Hartford,
  Hamden, Hartford, Guilford, Canton, Tolland,
  Cheshire, Greenwich, Somers, Seymour, Windsor,
  Easton, Region 15, Monroe, Westport, Stamford,
  New Canaan, Southington, New Fairfield,
  Marlborough, Trumbull, Orange, West Hartford,
  Simsbury, Willington

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The Overarching Goal of CMP

• All students should be able to reason and
  communicate proficiently in mathematics. They
  should have knowledge of and skill in the use of
  the vocabulary, forms of representation,
  materials, tools, techniques, and intellectual
  methods of the discipline of mathematics,
  including the ability to define and solve
  problems with reason, insight, inventiveness and
  proficiency.

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Key Features

• Organized around Big Ideas
• Problem Centered
• Builds on and Connects
• Provides Practice with Concepts, Skills,
  Algorithms
• Assists in Reasoning Skills and the use of
  Different Representations
• Learning is Based on Inquiry
• Research Based

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History

• 1991-1997 Connected Mathematics Project (CMP)
  developed a MS Math at Michigan State University,
  funded by National Science Foundation (NSF)
• 2000 Connected Mathematics 1 was developed
  through a revision process 3 cycles of reviews,
  revision, field-testing, and evaluation
• 2005 latest revision, CMP2

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Research

• National Research Council. How People Learn
  Brain, Mind, Experience, and School. Committee on
  Developments in the Science of Learning and the
  Committee on Learning Research and Educational
  Practice. J Bransford, A. Brown, R. Cocking, S.
  Donovan, and J. Pellegrino (eds.).Washington, DC
  National Academy Press 2000.
• National Research Council. How People Learn
  Bridging Research and Practice. J Bransford, A.
  Brown, R. Cocking (eds.).Washington, DC National
  Academy Press 2000.
• U.S. Department of Education. Before It's Too
  Late A Report to the Nation from the National
  Commission on Mathematics and Science Teaching
  for the 21st Century. Washington, DC.
• Garafolo, Joe and Frank K Lester, Jr.
  "Metacognition, Cognitive Monitoring, and
  Mathematical Performance." Journal for Research
  in Mathematics Education 16 (May 1985) 163-76.
• Hiebert, James. "Relationships between Research
  and the NCTM Standards." Journal for Research in
  Mathematics Education 30 (January 1999) 3 - 19.
• Silver, Edward A., Jeremy Kilpatrick, and Beth G.
  Schlesinger. Thinking Through Mathematics
  Fostering Enquiry and Communication in
  Mathematics Classrooms. New York College
  Entrance Examination Board, 1990.
• Silver, Edward A., and Margaret S. Smith.
  "Implementing Reform in the Mathematics
  Classroom Creating Mathematical Discourse
  Communities." In Reform in Math and Science
  Education Issues for Teachers. Columbus, Ohio
  Eisenhower National Clearing House for
  Mathematics and Science Education, 1997. CD-ROM.
• Stigler, James W., and James Heibert. The
  Teaching Gap Best Ideas from the World's
  Teachers for Improving Education in the
  Classroom. New York The Free Press, 1999.
• Kilpatrick, Jeremy, and Martin, Gary W., and
  Schifter, Deborah. Ed. A Research Companion to
  Principles and Standards for School Mathematics.
  National Council of Teachers of Mathematics,
  2003.
• Lampert, Magdalene. "When the Problem is not the
  Question and the Solution is Not the Answer
  Mathematical Knowing and Teaching." American
  Educational Research Journal 27, no. 1 (Spring
  1990) 29-63.
• Lampert, Magdalene, and Paul Cobb.
  "Communications and Language." In a Research
  Companion to NCTM's Standards, edited by Jeremy
  Kilpatrick, W. Gary Martin, and Deborah Schifter.
  Reston Virginia National Council of teachers of
  Mathematics, 2003
• Ma, Liping. Knowing and Teaching Elementary
  Mathematics Teachers' Understanding of
  Fundamental Mathematics in China and the United
  States. Mahwah, N.J. Lawrence Erlbaum
  Associates, 1999.

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Research Development Summary
                                                
          
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Alignment

• National Council of Mathematics Standards for
  School Mathematics (NCTM 1989, 1991, 1995, 2000)
• Connecticut Mathematics Framework
• Connecticut Mastery Test (CMT)
• Region 14 Curricular Framework for Mathematics

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Recognition

• The American Association for the Advancement of
  Science (1999) ranked CMP highest out of 12
  programs reviewed
• U.S. Department of Educations Mathematics and
  Science Education Expert Panel (1999) awarded
  exemplary status 61 programs reviewed, 5
  received exemplary, but CMP only Middle School
  math program
• Recommended by the Connecticut State Department
  of Education

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Students need to know

• How and When to use paper-and pencil algorithms
• Mental Computation
• Calculator Procedures
• Estimation Strategies (when is an exact answer
  required or an approximate answer is sufficient)
• A Variety of Methods for finding an answer
• Methods for judging the Reasonableness of an
  answer
• Communicate their reasoning, orally in writing

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Organization of Student Units

• 8 Units - each grade, an additional unit allows
  some flexibility
• Unit Opener - a set of three focusing questions
  that reflect the major goal(s)
• Mathematical Highlights - previews the important
  ideas of the unit
• Investigations - the Core of a CMP2 unit
• Launch
• Explore
• Summarize
• Mathematical Reflections - summarizing questions
• Unit Projects - at least four per grade level
• Looking Back and Looking AheadThis feature
  provides a review of the "big" ideas and
  connections

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Investigations

• 3-5 Investigations per Unit
• 2-5 Carefully sequenced Problems per
  Investigation
• Exercises
• Applications - Connections- Extensions (ACE)
• students must apply an idea, strategy, or concept
  
• connect it to what he or she already knows
• seek ways to extend or generalize it.
• Students are expected to compare, visualize,
  model, measure, count, reason, connect, and/or
  communicate their ideas.

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Assessments
  Assessment Dimension Assessment Dimension Assessment Dimension
Assessment Tool Content Knowledge Mathematical Disposition Work Habits
Checkpoints Checkpoints Checkpoints Checkpoints
ACE
Notebooks
Mathematical Reflections
Looking Back Looking Ahead
Surveys of Knowledge Surveys of Knowledge Surveys of Knowledge Surveys of Knowledge
Check-ups    
Partner Quizzes
Unit Tests    
Self-Assessment
Project
Question Bank    
Observations Observations Observations Observations
Group Work
Class Discussions
Students and Parents
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The Parent/Guardian Role

• Help your child to get organized
• Talk to your child about what was learned in
  class and where they still have difficulty
• Provide help with homework by asking questions
  that guide, but dont tell what to do
• Encourage your child to reflect on what was
  recently learned
• Allow your child to explain concepts as part of
  the metacognitive process (reflecting on one's
  understanding and thinking)
• Point out how math is used at home and work
• Reflect on your own attitude toward math

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http//connectedmath.msu.edu/parents/
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http//www.phschool.com/cmp2/
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http//www.phschool.com/cmp2/parent_guide.html
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Example from Prime Time
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Questions and Answers