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Bay Area &
The California Mathematics Project is comprised of 19 regional sites located at University of California (UC), California State University (CSU), and independent college and university campuses to provide programs that strengthen teaching and learning in mathematics.
Two of those Projects—The Bay Area Mathematics Project at the University of California, Berkeley and the Santa Clara Valley Mathematics Project at the San José State University have joined forces to create the BASCV Collaborative—a network of PreK–12 mathematics educators in our region to re-humanize mathematics learning for traditionally marginalized students. Our project-wide mission and core values are the design principles for rehumanizing the teaching and learning of mathematics we use to forge every program we offer.
We offer programs to mathematics educators and leaders of all levels—classroom teachers, teacher leaders, site-based and district coaches and administrators— and technical assistance to their systems—schools, districts, and states.
We design ongoing mathematics professional learning and coaching that is:
Student-centered: positions students' identity and reasoning at the center,
Content- and equity-focused: Connects mathematics deep understanding and learners' agency,
Research-based: translates current research into practice, and
Practice-driven: provides actionable learnings for immediate classroom application
The Programs tab above contains a complete list of our programs and services.
Our California Mathematics Project (CMP) Core Values
Ongoing access to an engaging and humanizing mathematical education—a socio-cultural, human endeavor with emphasis on communicating, connecting, and valuing mathematical ideas to describe the world—is a universal right, central among civil rights.
ALL students must be provided with a mathematical education that allows them to make sense of the world quantitatively and to appreciate their own power to reason. This includes making sense of mathematics through active engagement in problem-solving and grappling with increasingly challenging tasks in an interactive way, where challenging and critiquing the thinking of others is safe and valued.
ALL teachers must have their own significant sense-making experiences in mathematics to provide similar experiences for their students. All teachers have the potential to be leaders and a responsibility to advocate for rigorous and relevant mathematics education at all levels. Above all, they must help their students develop an understanding that mathematics is coherent, rooted in cultural beliefs and values, and doable.
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