Research Base
CPM's curriculum and professional development are grounded in decades of mathematics education research. Our Three Pillars were synthesized from NCTM standards and constructivist research — and they continue to be validated by current scholarship.
Our Foundation
CPM Co-Founder
Mathematician & Research Base Author
Dr. Tom Sallee, a mathematician and co-founder of CPM, reviewed and synthesized the research on mathematics learning in relation to each of The Three Pillars. Read CPM's research base reports below to learn more about the evidence behind CPM's instructional approach.
2024 Edition
The full 2024 update to CPM's research base, organized by each of the Three Pillars. Download individual sections or start with the introduction.
Original Report
The foundational research synthesis authored by Dr. Tom Sallee that established CPM's Three Pillars framework — still relevant and illuminating decades later.
1 CPM originally used the term "cooperative learning" rather than "collaborative learning." As research emerged showing the powerful difference between cooperative and collaborative learning for student outcomes, CPM has shifted its language to reflect the research. For more information, please see the Cooperation v. Collaboration Research Brief (PDF).
Explore More
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.
