**College Preparatory Mathematics** **is built on the guiding principles of** “Complex Instruction”

**“Complex Instruction” is an instructional method designed to make group work more effective as well as to promote equity in the classroom with the purpose of countering social and academic status differences in the classroom (Boaler, 2009). **

*The central part of CPM and CI (Complex Instruction) is the delivery of curriculum through the many different equitable practices the teacher uses to engage learning. *

*CPM is not only a curriculum and textbook; first and foremost it is an instructional practice.*

*CPM’s Instructional practices “complex instruction” were used in the Railside Study by Jo Boaler & Megan Staples. Click here to read more *

**Like “Complex Instruction” (CI), CPM supports**- multidimensional classrooms
- student roles within groups
- student responsibility for each other’s learning
- assignment of competency for group work

**Multidimensional Classrooms vs One-dimensional **

**A multidimensional classroom is achieved through mixed ability group work, as to counteract the narrowness by which success is judged.**

The **philosophy **behind the multidimensional classroom is to encourage **all students to “feel good about themselves in the math classrooms” (Boaler, J, 2008), while working on an open task in a small group of varying mathematical aptitudes.** This instructional practice will engage students in group settings, yielding more success for all. There is no acknowledgement of individual accomplishments within the group setting, so as not to promote or openly acknowledgement a hierarchy system of achievement.

**S****tudents who may not have been able to understand at an accelerated pace or contribute at executing a mathematic method, could be successful in other ways such as asking good questions or demonstrating a different way of looking at a mathematical problem.**

**Student Roles in Small Groups –**

* Within the four member groups, students are assigned a role to play: facilitator, team captain, recorder/reporter or resource manager. * The idea is that all students can contribute in a group while the teacher distributes authority in the classroom as she sees fit.

**An example of this authority distribution is demonstrated in the role play of “team captains” being called into a** “huddle”** by the teacher**. **The** **teacher disseminates information to the assigned “team captains”** which is **then carried back to their respective groups** (a common practice in CPM and CI). **CPM calls this type of instruction “huddling”.**This approach guarantees that everyone has something important to contribute and students can rely on each other to learn.

**Student Responsibility** –

**Students are responsible for each other’s learning in their group work. ** **Teachers expect students to explain solutions to mathematical problems when other students in the group do not understand.**

**Group grading **is a way to **communicate to students that they are responsible for each other** as they learn mathematics together in their groups, (**CPM has restructured the grading system for Fairfield Students in Algebra I ; there is now a group grade for students**) Moreover, **students are not allowed to move ahead until everyone in the group has mastered the mathematical concept. Acceleration is not encouraged in group settings.**

**Assigning Competence – **

*Teachers raise the status of students who may be perceived as having a lower status in the group by bringing a student’s contribution to the attention of entire group. *

**Students have the responsibility to help others who ask for help and to ask if others need assist**; *both are important in achieving equity as well as justification and reasoning for a wide range of students (J. Boaler, 2008). Look below for more information…*

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