The UCLA Mathematics Project (UCLAMP) is part of a statewide program that strives to make a positive impact on TK-12 educators, students, communities and school districts in the Los Angeles basin. Our goal is to partner with these entities to provide rich and transformative Mathematical experiences in urban schools.  Based on thirty-five years of research and experience, UCLAMP has developed programs that help prepare equity-focused, reflective, and responsive leaders in Mathematics.



Principled Ideas Underlying Cognitively Guided Instruction (CGI)
Cognitively Guided Professional Development
Partnering with Educators
Principled Ideas Underlying Cognitively Guided Instruction (CGI)
  • Every student comes to math class knowing some mathematics
  • Every student is capable of extending their mathematical ideas
  • Knowing the trajectory of children’s thinking helps you know how to support that extension — “What am I working toward?”
  • Details of children’s thinking support instructional decision making
  • Must challenge our assumptions about what students know and are able to do
  • Must create space for the participation of each and honor the different ways in which students are participating
  • Identity shapes participation, so want to position students competently
Cognitively Guided Professional Development
  • Every Teacher comes to the classroom knowing about mathematics and teaching
  • Every Teacher is capable of extending their ideas/practices
  • Knowing trajectory of teacher learning helps you know how to support their continued learning
  • Details of how teachers are thinking/teaching can support your decision making in how you provide support
  • Must challenge our assumptions about why we think teachers are doing what they do
  • Must create space for the participation of each and honor the different ways in which teachers are thinking/teaching
  • Identity shapes participation, so we want to position teachers competently
Partnering with Educators
  • Cultivate positive, reflective, and nurturing relationships with teachers, administrators, and colleagues.
  • Notice and highlight what educators are doing well.
  • Notice and highlight the details of student thinking in order to support both the development of children’s mathematical understandings, and teacher knowledge about children’s thinking.
  • Take care to value the thinking of all students, particularly those who may be marginalized, with the intent of reframing the narrative around who can be, and what it looks like to be, successful in mathematics.
  • Connect the focus and content of professional development to classroom practice, making sure to adapt and design support to best meet the needs of the context.


Kristine Ho, Ph.D.

Director of Mathematics Programs
K Recinos

Karen Recinos, M.Ed

Associate Director Early Childhood Education

Janene Ward, Ed.D

Associate Director Elementary Education

Theodore Sagun, Ed.D

Associate Director Secondary Education

Doreen Ahadian, M.Ed

CGI Mathematics Coach

Michelle Baldonado, M.Ed

CGI Mathematics Coach
J Cervantez

Joanna Cervantez, M.Ed

CGI Mathematics Coach

Jennifer Hagman

Secondary Mathematics Coach

Jennifer Schexnayder

CGI Mathematics Coach

Esther Martinez

Mathematics Program Manager

Jasmin Mojica

Mathematics Program Coordinator

Brendan Chang

IDS/ Mathematics Program Coordinator