CPM Research Grants

CPM Research Grants is sponsored by CPM Educational Program. Funds educational research contributing to improved mathematics teaching and learning in grades 6–12 across the U. S.

Exploratory Award – CPM Educational Program CPM will not be funding Exploratory or Rapid Response grants in 2026. Questions? Email research@cpm.

org Exploratory Research in Mathematics Education 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.

Maximum funding cap per award Submission deadline, 11:59 pm PST 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.

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. 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.

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. What Your Submission Must Include 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.

Must come from a university or research organization — not an individual Single Principal Investigator (PI) with a doctorate in mathematics education or equivalent field Up to two co-PIs permitted — may be at different institutions All PIs and co-PIs must be certified for research on human subjects IRB approval required prior to starting research if awarded 10 pages maximum — single-spaced, 12pt Times New Roman, 1-inch margins Must include: Research Questions, Theoretical Framework, Research Design, Deliverables, Timeline, Dissemination Plan Up to 5 pages of appendices for supplementary tools or protocols References, biographical outlines (1 page per investigator), and a 1-page title page also required Use the CPM RFP Template for your proposal narrative.

Maximum $50,000 inclusive of indirect costs (capped at 10% as a nonprofit) Budget table and justification required — expenses must link clearly to research goals Must include travel to the CPM Teacher Conference for the PI the year after project concludes Conference travel beyond CPM's annual conference limited to $2,000 per year CPM textbooks can be included in budget or an eBook license provided free of charge Use the CPM Budget Template for your budget.

How Proposals Are Evaluated 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: Alignment with the mission of CPM Relevance to CPM, regardless of whether the project is set in a CPM context Improvements in educational practice for participants Benefits to stakeholders outside of the research context Clear and significant research questions Coherence and detail within and across proposal sections Feasibility within the proposed timeline and budget Plan for dissemination of research findings Qualifications of the PI and project personnel Appropriateness of the budget 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. 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. If You're Awarded Funding 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 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. Awardees must not accept any other grant, fellowship, or award that provides duplicate benefits supporting the same aspect of the funded research project.

All PIs and co-PIs must be certified for research on human subjects and provide evidence of IRB approval before the research begins. CPM retains the right to use all project deliverables to support teachers and students who use CPM materials and professional learning. 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.

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wpengine. com Event Schedule and Registration Used throughout CPM middle and high school courses Concrete, geometric representation of algebraic concepts. Two-hour virtual session, Learn how students build their conceptual understanding of simplifying algebraic expressions Solving equations using these tools.

Use an area model to multiply polynomials, Factor quadratics and other polynomials, and Support the transition from a concrete (manipulative) representation to an abstract model of mathematics.. Foundations for Implementation 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.

Building on Instructional Practice Series The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

In Building on Equity , participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom?

The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture.

The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

In Building on Assessment , participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items.

During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

In Building on Discourse , participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments.

Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.

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