CMI stands for Comprehensive Mathematics Instruction. Just like reading and writing is taught in an approach called “Balanced Literacy”, CMI is a balance of teaching methods and strategies. The overall purpose is to help students become prepared for the 21st-century workforce which requires being able to do more than simply compute or carry out procedures. “Children need conceptual understanding as well as procedural fluency, and they need to know how, why, and when to apply this knowledge to answer questions and solve problems. They need to be able to reason mathematically and communicate their reasoning effectively to others.” (Diane Briars, NCTM, August 2014)
The Comprehensive Mathematics Instruction (CMI) Framework was designed to provide access to reform-based pedagogical strategies for K-12 mathematics instructors. It was also designed to bridge the gap between the good pedagogical strategies of traditional instruction and the recommendations of reform-based instruction. The CMI Framework was developed over several years of collaborative efforts between professors from four departments (Educational Leadership, Mathematics, Mathematics Education, and Teacher Education) at Brigham Young University and representatives from five surrounding school districts representing one-third of the students in Utah.