Connected Math CMP



The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region

The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students.

CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other.

The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region , found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region.


2007 Texas 6th Grade Math Textbook Ratings
ratings by Educational Research Analysts

Summary Comparisons of 6th Grade Math Texts approved for 2007 local Texas adoption
by Educational Research Analysts

Extent of Calculator Dependence in 6th grade Math Texts approved for 2007 local Texas adoption
by Educational Research Analysts

Connected Mathematics Project (CMP)
Illinois Loop

What Works Clearinghouse
CMP was found to have no discernible effects on math achievement.

An Evaluation of CMP
R. James Milgram

Characteristics of the CMP program

  • NSF funded
  • Units focus on one content strand
  • NSF funded
  • Problem-based
  • Few worked out examples demonstrating solution methods (not example based)
  • Direct instruction is rare
  • Inquiry approach
  • Group work
  • Technology use encouraged
  • Rated worst of seven by Educational Reasearch Analysts
  • Students invent own algorithms
  • emphasizes written and verbal communication
  • first edition left out dividing by fractions
  • preparation for algebra is questionable
  • may not move from concrete to abstract reasoning
  • parent concerns/complaints about unclear homework
  • some topics not addressed or developed
  • examples and formulas not presented
  • constructivist approach
  • precise definitions not given
  • skill practice and development not provided
  • standard algorithms not introduced
  • long division not addressed
  • concepts fragmented
  • some good games
  • remedial in nature
  • does not emphasize manipulating symbolic expressions
  • alternative strategies development
  • fluent, flexible, and efficient computation not expected
  • Rules for mult and div of fractions stated but not explained

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