Teacher Education and Higher Education

Projects in the Mathematics Education Program

Current Projects


The North Carolina Collaborative for Mathematics Learning (NC2ML)

The North Carolina Collaborative for Mathematics Learning (NC²ML) is a research-practice partnership that includes the University of North Carolina at Greensboro, the North Carolina Department of Public Instruction, universities, and school districts across the state of North Carolina where teachers, district and state leaders, mathematicians, and researchers work together to support mathematics education in North Carolina.

P. Holt Wilson University of North Carolina Greensboro
Jennifer Curtis North Carolina Department of Public Instruction
Kimberly Kappler-Hewitt University of North Carolina Greensboro
Katie Mawhinney Appalachian State University
Allison McCulloch North Carolina State University
Katie Schwartz East Carolina University
Michelle Stephan University of North Carolina Charlotte

CMaPSS: Core Mathematical Practices in Secondary Schools

The goal of the CMaPSS Project is to design and implement professional development for secondary mathematics teachers to deepen their understandings of the Common Core State Standards for Mathematics and develop a shared vision of high quality mathematics instruction through in-depth studies of mathematics content, examinations of the learning trajectories underlying the standards, and investigations of core mathematics instructional practices.

P. Holt Wilson University of North Carolina Greensboro, School of Education
Carol Seaman University of North Carolina Greensboro, College of Arts and Sciences
Vicki Jacobs University of North Carolina Greensboro, School of Education
Tracey Howell University of North Carolina Greensboro, College of Arts and Sciences
Rodney Shotwell Rockingham County Schools

CMaPSS II: Sustaining Core Mathematics Instructional Practices in Secondary Schools

This partnership between mathematics educators and mathematicians at University of North Carolina at Greensboro and mathematics teachers and instructional coaches from Rockingham County Schools leverages lessons learned from the CMaPSS I project to further support high-quality mathematics instruction in secondary mathematics classrooms and develop district capacity to sustain instructional change. The project responds to requests from Rockingham County teachers, recommendations from school and district administrators, and findings from evaluation data by providing teachers and instructional coaches with 92 hours of professional development.

P. Holt Wilson University of North Carolina Greensboro, School of Education
Tracey Howell University of North Carolina Greensboro, College of Arts and Sciences
Charles Perkins Rockingham County Schools

Project LEAD: Leading, Empowering, Assisting, and Developing Secondary Mathematics Teachers to Increase Student Achievement

Project LEAD has an overarching goal of improving student achievement in secondary mathematics classrooms by increasing teacher content knowledge and assisting teachers in moving toward ambitious mathematics teaching. This statewide project involves 270-280 high school teachers (including middle school teachers who teach high school courses) from 16 partner school districts: Randolph County, Asheboro City, Burke County, Clay County, Cleveland County, Cumberland County, Henderson County, Hickory City, Johnston County, Lenoir County, Lincoln County, McDowell County, Montgomery County, Moore County, Rockingham County, and Thomasville City Schools.

Julia Kolb Meredith College Institution of Higher Education
Cammey Manning Meredith College Institution of Higher Education
P. Holt Wilson University of North Carolina Greensboro
Charles Wallis Brevard College
Rose Sinicrope East Carolina University

Project LTBI:  Learning Trajectory Based Instruction

The LTBI Project is a three year project funded by the National Science Foundation’s REESE Program. The overarching goal of this study is to develop a conceptual model for Learning Trajectory Based Instruction (LTBI), which we define as the ways in which teachers use their own knowledge of learning trajectories to organize their instructional practices and participate in their professional communities.

Paola Sztjan North Carolina State University
P. Holt Wilson University of North Carolina Greensboro

Former Projects


Core Math: Supporting the Implementation of the Common Core State Standards for Mathematics Using Learning Trajectories

Core-Math is a project that brings together expertise of mathematicians and mathematics educators from the University of North Carolina at Greensboro to design and deliver intensive, sustained, needs-based professional development for elementary mathematics teachers in two high-needs settings:  Asheboro City Schools and Ramseur Elementary School in Randolph County.  Using mathematics learning trajectories as a means of elaborating the Common Core State Standards for Mathematics, the 120-hour professional development curriculum focuses on supporting 30 K-5 teachers in learning the mathematics content of the standards, the ways in which students come to understand mathematics, and student-centered instructional practices to promote mathematics learning.

P. Holt Wilson University of North Carolina Greensboro, School of Education
Kerri Richardson University of North Carolina Greensboro, School of Education
Carol Seaman University of North Carolina Greensboro, College of Arts and Sciences
Diane Frost Asheboro City Schools
Tammie Abernethy Ramseur Elementary School

Core Math II: Assisting Teachers’ Implementation of the Common Core Standards for Mathematics with Learning Trajectories, Reform Oriented Pedagogy, and Instructional Support

This partnership among the University of North Carolina Greensboro, Rockingham County Schools, McCrary Elementary School, and Ramseur Elementary School builds upon and expands the Core-Math I project. It leverages lessons learned to implement the revised 96-hour Core-Math I curriculum, which focuses on deep understanding of the CCSSM learning trajectories as a means of elaborating the CCSSM, for 15 teachers and administrators in the high-need district of Rockingham County Schools.

P. Holt Wilson University of North Carolina Greensboro, School of Education
Kimberly Kappler-Hewitt University of North Carolina Greensboro, School of Education
Kerri Richardson University of North Carolina Greensboro, School of Education
Carol Seaman University of North Carolina Greensboro, College of Arts and Sciences
Rodney Shotwell Rockingham County Schools
Julie Brady McCrary Elementary School
Tammie Abernethy Ramseur Elementary School

Core Math III: Supporting Teachers in Using Learning Trajectories to Implement the Common Core State Standards for Mathematics

Core-Math III continues the partnership among the University of North Carolina at Greensboro and Rockingham County by extending the Core-Math II project for 15 teachers and administrators in the high-need district of Rockingham County Schools. Core-Math III responds to evaluation data from two previous projects by providing Rockingham County teachers and administrators with in-depth instruction on reform-oriented pedagogies and by providing teacher leaders and administrators with professional development on supporting and sustaining these pedagogical changes.

P. Holt Wilson University of North Carolina Greensboro, School of Education
Kerri Richardson University of North Carolina Greensboro, School of Education
Carol Seaman University of North Carolina Greensboro, College of Arts and Sciences
Rodney Shotwell Rockingham County Schools