Next Gen CFLM (Contexts for Learning Math) improves student achievement and engagement by combining curriculum, assessment, professional learning, and instructional support. It helps schools build coherent, student-centered mathematics classrooms across grades K-5.
A focused conversation about your goals and the role CFLM could play in supporting them.
Many schools are looking for more than a traditional mathematics program.
They want:
But finding materials that fully support that vision is difficult.
Too often, curriculum, assessment, professional learning, and instructional support operate separately instead of working together through daily classroom practice.
Next Gen CFLM was designed to bring those pieces together through a coherent K-5 system built around the development of students’ mathematical thinking.
A More Connected Approach to Mathematics Teaching and Learning
Full adoption creates the opportunity for curriculum, assessment, instructional routines, professional learning, and teacher support to work together around a shared vision for mathematics teaching and learning.
Over time, schools build mathematics classrooms where reasoning, discourse, and sense-making stay at the center of instruction.
Students experience mathematics through reasoning, collaboration and problem solving across classrooms and grade levels — not as isolated procedures or disconnected lessons.
Teachers are supported with curriculum, professional learning, developmental trajectories, and instructional tools designed to help them understand and respond to student thinking.
Investigations, problem strings, routines and application problems help students build fluency through relationships, reasoning, and flexible thinking rather than rote practice.
Assessment goes beyond measuring right and wrong answers. Teachers use tools to identify students’ strategies, monitor growth over time, and support next steps in development.
Leaders are able to support a more aligned approach to mathematics instruction across classrooms, grade levels, and schools while still preserving teacher decision-making and responsiveness to students.
When the system is aligned, the shift becomes visible.
The Rhoda Red unit with the follow-up unit was a perfect pathway for helping young mathematicians develop deeper number sense with 5s and 10s. My kindergarten students can now add and subtract with a variety of strategies.
My students LOVE math now! The contexts are highly engaging and provide an anchor to fall back on.
Our teachers have a better understanding of how to develop conceptual understanding with their students.
The use of CFLM has allowed students to discover their own mathematical thinking and progress. By letting students explore, we are allowing them to invent strategies, explain their thinking, and to solve complex problems using their own strategies.
In our second year using CFLM, winter testing shows that 47% of 5th graders made high growth. That is a huge jump from just 24% when these same students were in 4th grade. That's huge!
This program disrupts the fixed mindset many students have about math. By teaching in a way that sparks curiosity and confidence, we're showing kids that they're capable of solving complex problems and thinking like mathematicians.
This program is about unlearning how we were taught math and reimagining it in ways that inspire joy, challenge, and growth. The most rewarding part of this work is seeing the "aha" moments in both students and teachers as they embrace new ways of thinking about math.
Students are able to explain and share their thinking, collaborate with peers, and understand not only their own strategies but the strategies of others. CFLM has fostered more collaboration and group work, enriching deep conversations about mathematics.
The classroom video platform has improved teachers' ability to question students about their mathematical thinking, strategies and models.
We begin by understanding your instructional vision, current systems, implementation priorities, and the kind of mathematics classrooms you want to build.
Schools and districts may begin with pilots, targeted grade levels, specific components, or full implementation depending on their goals, timelines and readiness.
Teachers, coaches, and leaders receive ongoing support connected directly to instruction, student thinking, assessment, and classroom practice.
As implementation develops, professional learning and support continue evolving alongside the needs of schools, teachers, and students.
Every school and district begins in a different place. Whether you are strengthening student-centered instruction, supporting deeper mathematical thinking, or building greater coherence across classrooms, we’ll explore what supports could make the greatest impact for your teachers and students.
Let’s have a collaborative conversation about realizing your vision for mathematics teaching and learning.
