White Papers

The Teacher Research Corps (TRC) provides a unique opportunity to CPM teachers to collaborate with CPM experts and academic researchers in teacher-driven professional development centered around problems of practice that they experience as professionally and personally meaningful. 

The collaborations between teachers and researchers such as those in the TRC help make existing academic research more directly impactful in practice (Cai, Morris, Hohensee, Hwang, Robison, & Hiebert, 2018). In particular, the white papers TRC teachers produce at the end of each school year are uniquely tailored to inform CPM classrooms. Unlike the white papers produced by TRC teachers, more formal and thus more general research –– such as that disseminated by NCTM –– provides broad guidance on how to engage in equitable, ambitious teaching. As we know, this can be helpful to teachers, but it can also feel abstract and difficult to connect to daily classroom life. The TRC white papers aim to bridge existing academic research with the daily work of teaching CPM; they are the product of CPM teachers’ attempts to enact research-based practices in their own CPM classrooms. Thus, CPM makes these papers accessible to all CPM teachers in order to provide teacher-generated resources to other teachers struggling with similar problems of practice. 

In particular, TRC research aims to address actual challenges teachers face when enacting the CPM curriculum by consulting formal research, developing instructional routines, and modifying tasks. While CPM is ultimately based on formal academic research and does not recommend modifying the curriculum, it also highly values teacher feedback and thus TRC findings. In fact, the work of the TRC is taken into account in CPM professional development and is also considered by curriculum writers as they brainstorm future generations of CPM materials. We hope you find these resources useful as you engage in the important work of making mathematics learning accessible and enjoyable for all students. To find out more about how to participate in TRC, contact Mark Coté at markcote@cpm.org

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). Reconceptualizing the roles of researchers and teachers to bring research closer to teaching. Journal for Research in Mathematics Education, 49(5), 514-520.

Growth Mindset and Mistakes: Creating a Culture that Increases Student Willingness to Investigate “Mistakes” as Learning Opportunities, by Ilene Kanoff & Penny Smits, TRC 3.0

Making Student Thinking Visible with Math Talks, by Angela Kraft and Pam Lindemer, TRC 5.0

Small Goals Yield Big Rewards: Creating a Student-Centered Classroom Through Goal Setting, by Denise Dedini, Christy McConnell and Cathy Sinnen, TRC 3.0

How Can We Promote and Support Student Participation in Whole Class Discourse?, by Cathy Sinnen, Mollie Siegel, and Penny Smits, TRC 6.0