CDT's Network for Inquiry in Mathematics Education (NIME) was a two-year project designed to test the effectiveness of a professional development curriculum - Developing Mathematical Ideas (DMI) - in selected project sites in California, Illinois, Massachusetts, Michigan, New York, Nevada, North Carolina, Oregon, Texas, Tennessee, Utah, Vermont, Washington, and in British Columbia, Canada. Over the two years, approximately 100 facilitators - university teacher educators, district professional development staff, and teacher leaders - used DMI with approximately 1000 elementary teachers. In several of the sites, the DMI curriculum was used in collaboration with other funded projects targeting systemic reform.

The DMI pilot focused on what teachers learn from these professional development materials, with a particular focus on how these materials support teachers' use of the innovative elementary mathematics curricula in their classrooms. In addition, careful attention was paid to what facilitators learn, the issues they face as they implement the curriculum with teachers, the kinds of support materials that can help them in this work, and in what kinds of formats and contexts these materials work well. These findings are reflected in a number of research projects that have DMI as a focus.

By the end of the project, a revised version of the DMI curriculum, along with revised support materials for facilitators, was published and made available to the mathematics education community.

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