Core-Plus Mathematics

Lifang Chang
TBTE 480, Fall 2007
CPMP

• CPMP: Core-Plus Mathematics Project

 An integrated high school math curriculum

• Four-year high school math textbook series.

 Course1-3: grades 9-11
 Course4: post-high school education

• Each course consists of 7 unites

• Each unite has 3~5 multi-day lessons
Curriculum Development
Principles
• All students can learn math and all students
must learn more.
• Real-world context.
• Units is centered on key mathematical ideas.
• Explore and express math problems both
verbally and in writing.
• Use graphics calculators and computer
software tool.
Lesson

• Five phases:
 Launch
• Think about and discuss a problem situation
 Explore
• Students collaborate
 Checkpoint
• Concepts and methods understanding
 On your own
• Take a task
 Homework
Implementation

• CPMP project suggests:

 Advance planning
 Form a curriculum study committee

• By showing curiosity about human nature and

how the world works.
• Professional Development
 Western Michigan University workshops
CPMP Web resources

• Instructional plan (sample)

 In-class activities
 Out-class activities

• Parent resource
 Preparing tests
 Homework support
CPMP-tools software

• The second edition

• Course1,2 is completed, course3,4 is under
construction.
CPMP vs. Traditional
Approach
Traditional Approach
Instructional Focus facts and procedures, with
some applications and
problem solving
Method direct instruction,
memorize and practice,
with some projects and
occasional group activities
Supplementary Materials problem solving,
applications, thinking skills
CPMP Approach
conceptual understanding,
problem solving,
mathematics done in
context, with requisite work
on procedures and facts
active student engagement
in inquiry and investigation,
guided by probing teacher
questions, with teacher-led
introductions and
summaries, and some
direct instruction
additional skill practice
Conclusion

• Is CPMP curriculum:
 Accessible for all students?
 Sensible?
 Collaborative learning?
 Well preparation for the post-high school
education?
References
• Core-Plus Mathematics Project. (2000).
Contemporary Mathematics in Context evaluation results. Chicago, IL:
Everyday Learning Corporation.
• Hill, O. R. & Parker H. T. (2006). A study of core-plus students attending
Michigan State University. URL available at:
http://www.math.msu.edu/~hill/HillParker5.pdf
• Schoen, H. L., & Hirsch, C. R. (2003).
The Core-Plus Mathematics Project: Perspectives and student achievement.
In S. Senk (Ed.) and D. Thompson (Ed.), Standards-Oriented School
Mathematics Curricula: What Are They? What Do Students Learn? (pp.
311-344). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
• Schoen, H. L., & Hirsch, C. R. (2003).
Responding to calls for change in high school mathematics: Implications for co
. American Mathematical Monthly, (110)2, 109-123.
• Schoen, H. L., Hirsch, C. R., & Ziebarth, S. W. (1998).
An emerging profile of the mathematical achievement of students in the Core-
. Paper presented at the Annual Meeting of the American Educational
Research Association. San Diego, CA. ERIC: ED 421 351.