By Karen Gauthier
When I think about what I want for every student in Capistrano Unified, it’s simple: I want them to say, “I love math.” Not because it’s easy, but because it makes sense to them. Because they see themselves as mathematicians, whether they’re in kindergarten or fifth grade. That’s one of the key reasons we sought out a problem-based mathematics curriculum for our district — and why we ultimately selected Classroom Mathematics California from Curriculum Associates.
What is a problem-based mathematics curriculum?
In a problem-based mathematics curriculum, students engage with meaningful, real-world problems and tasks that go beyond simply learning a concept. Through individual and collaborative work, they develop not only mathematical skills but also a deep understanding of when, how and why to apply their thinking. In a time when critical thinking and problem solving are highly valued in both college and the workplace, a problem-based mathematics curriculum helps ensure students are not just doing mathematics but are also understanding it.
Why a problem-based mathematics curriculum was non-negotiable
Capistrano Unified is the largest district in Orange County, serving more than 16,000 elementary students across 35 elementary schools. While our zip codes may suggest affluence, 33.8% of our students are socioeconomically disadvantaged. Like many districts across California, we faced the hard reality that about one-third of our mathematics students were not proficient in mathematics on state assessments.
We knew we needed a curriculum that could meet all students where they are — and help them grow. For us, that meant one thing: It had to be problem-based and provide resources for our multi-tiered system of supports (MTSS). This was non-negotiable. We weren’t just looking for a new program; we were looking for a new way to position students as sensemakers who can problem-solve, reason and communicate their thinking.
A rigorous, responsive review process
We reviewed several different problem-based learning programs and ultimately piloted two: Curriculum Associates’ Classroom Mathematics California and Imagine Learning’s Illustrative Mathematics. Our additional selection criteria included a curriculum that would help ensure all students could not only learn the material but also prove they understood it. We also needed a curriculum that could help teachers respond to students who needed support with learning concepts the first time as well as those advanced students who required extended learning.
From embedded supports for multilingual learners to extension opportunities for proficient students, Classroom Mathematics California offered the flexibility and depth we were looking for. When 87% of our pilot teachers voted in favor of Classroom Mathematics California, we knew we had found the right fit.
As we piloted the program, what stood out immediately was its Try-Discuss-Connect framework, which supported our problem-based approach. Students begin with a rich, open-ended task. They try it on their own, discuss their thinking with peers and then connect their ideas to formal mathematics concepts. It’s a structure that fosters agency, perseverance and deep conceptual understanding.
Shifting mindsets, supporting teachers
Adopting a new curriculum is never easy. It requires a shift in pedagogy — from “I do, we do, you do” to “you try, we discuss, we connect.” But when teachers embrace that shift, the results are powerful.
The implementation was districtwide and included specific professional learning for administrators, support teachers and coaches. We built a multiyear professional learning plan with five key touchpoints in the first year with Curriculum Associates’ support team. Teachers experienced the Try-Discuss-Connect framework themselves, analyzed student data and studied video lessons to see the pedagogy in action.
The results? In an adoption year when most districts expected a dip, we saw an increase in our state mathematics scores. It was truly transformative.
Students are the authors of their ideas
One teacher recently shared a moment that made all the hard work worthwhile. A student told her, “I’m so excited to do math this morning. I love working with partners.” That joy, that engagement — that’s what happens when students are positioned as the authors of their ideas.
Teachers have told me, “I can’t believe kids can develop their own strategies and ways of showing thinking without being explicitly taught how to do it first” and “I didn’t expect that solution, but it opened up the eyes of the whole class.” That’s the magic of problem-based learning. It doesn’t just teach math — it reveals what students are capable of when we trust them to lead.
A culture of mathematical confidence
Twenty years ago, I began my own journey into problem-based learning. I’ve seen firsthand how it brings classrooms to life. I’ve seen students not just acquire knowledge but also become curious, confident and courageous about tackling challenges for the rest of their lives. Now, I want that for every student.
With Classroom Mathematics California, I believe we’re on the path to making that vision a reality. My greatest hope is that when someone asks our students what they love about school, they’ll say, “Math. Because I can do it. Because problem-solving is part of life.”
About the author
Karen Gauthier currently serves as the administrator and coordinator supporting PK–12 STEM education in the Capistrano Unified School District. In this role, she leads efforts to coordinate professional learning for both educators and administrators, with a strong emphasis on effective and equitable instruction in mathematics and science. Karen facilitates a districtwide STEAM Advisory Board composed of educators, administrators, parents, students and community partners, fostering collaboration and shared leadership across the district. She has most recently guided the successful adoption of new mathematics and science curricula at both the elementary and secondary levels. Her work and leadership in supporting teacher development were recently featured in a webinar hosted by UnboundEd, titled “Prioritizing Teacher Success in the Adoption Process.” Want more from Karen? Check out this interview.