Grants Paused for 2026 CPM will not be funding Exploratory or Rapid Response grants in 2026. New RFPs will be released Summer 2026. Questions? Email research@cpm.org
CPM funds independent research that builds theory, develops methodological tools, and establishes knowledge in secondary mathematics education — across curriculum, teaching, learning, and professional development. Proposals come from universities and research organizations, not individuals.
$50K
Maximum funding cap per award
1–2
Year award duration
June 1
Submission deadline, 11:59 pm PST
Oct
Decision announced
CPM funds research that serves the wider mathematics education community — leading to improvements in theory and practice. All funded proposals must be consistent with CPM's mission, offer insight into improving secondary math teaching and learning, and demonstrate potential to produce publishable results.
Curricular Materials
Research on how curriculum design affects student learning and teacher practice. Studies must use the most recent version of CPM materials and can involve student or teacher editions.
Teaching and Professional Learning
Research on instructional change, virtual coaching, professional learning design, and teacher development tools. Studies that produce video cases usable in teacher education are especially encouraged.
Student Learning
Studies on how technology supports learning, how students develop productive mathematical dispositions, anti-racist practices in 6–12 math, and supports for students with historically negative relationships with mathematics.
Example Research Topics
Fostering teacher learning through virtual coaching or professional learning events
Development of tools that support teacher learning and instructional change
Supports for students with long-term negative relationships with school mathematics
Effective ways to use technology to support student learning of particular topics
Community math activities (e.g., family math nights) that educate parents
Anti-racist practices for 6–12 mathematics education and professional learning
Research questions do not need to focus solely on CPM, but all proposals must make clear how CPM materials or professional learning are involved. All funded projects must include at least one practical deliverable (e.g., frameworks, teacher observation tools, surveys, design principles). Proposals that evaluate curricula comparatively or reflect a deficit perspective of teachers will not be considered.
Proposals that do not meet these requirements will be disqualified. All materials must be submitted as a single PDF using the Submit a Proposal button.
Eligibility
Applicant Requirements
Narrative
Proposal Narrative
Use the CPM RFP Template for your proposal narrative.
Finances
Budget Requirements
Use the CPM Budget Template for your budget.
Proposals are reviewed by sub-committees of university scholars (both established and early career) alongside CPM teacher leaders and staff. The review is rigorous and attends to the following areas:
Review Process
Reviewers assess each of the above areas in detail, including how each section supports the overall research goal and the ways in which the proposed research will contribute to existing scholarship.
CPM reserves the right not to select an awardee if proposals are of insufficient quality, not of interest to CPM, or if circumstances make it against CPM's best interests to fund research.
Disclaimer
Proposals that evaluate curricula comparatively (e.g., "Do students in CPM classrooms outperform students in other classrooms?") will not be considered, as such questions do not produce findings useful for improving mathematics education broadly. Proposals reflecting a deficit perspective of teachers will also not be considered.
Start and end dates are mutually agreed upon by awardees and CPM. Funds are not delivered until project dates are confirmed. Key obligations for all awardees:
Teacher Conference Presentation
The PI must present at the Annual CPM Teacher Conference (California, typically February) the year after the project concludes. Presentation must be in person, accounted for in the budget, and slides emailed to CPM one month in advance.
Progress Reports
Progress reports required annually on January 15 and July 15, covering project status, challenges, and any deviations from the approved plan. Awardees also attend a session to share research and network with other awardees.
No Duplicate Funding
Awardees must not accept any other grant, fellowship, or award that provides duplicate benefits supporting the same aspect of the funded research project.
IRB Approval
All PIs and co-PIs must be certified for research on human subjects and provide evidence of IRB approval before the research begins.
Deliverables for CPM
CPM retains the right to use all project deliverables to support teachers and students who use CPM materials and professional learning.
Progress Report Template
Use the CPM Progress Report Template for your annual January and July submissions.
Submit all materials as a single PDF by June 1 at 11:59 pm PST. Late proposals will not be accepted. New to CPM? Reach out before submitting — the research team can share relevant information about CPM curriculum, professional learning, coaching, and classroom implementation.
Questions? research@cpm.org
2.3.4
Defining Concavity
4.4.1
Characteristics of Polynomial Functions
5.2.6
Semi-Log Plots
5 Closure
Closure How Can I Apply It? Activity 3
9.3.1
Transition States
9.3.2
Future and Past States
10.3.1
The Parametrization of Functions, Conics, and Their Inverses
10.3.2
Vector-Valued Functions
11.1.5
Rate of Change of Polar Functions
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.
