by Sarah Caban
From the start of the year, we want students to know they are capable of engaging in grade-level mathematics.
In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students—often students of color—between the grade-level expectations laid out in standards and students’ opportunities to engage with this content in their math classes.
Continue reading “The Story of Grade 5”
By Lorie Banks
Trying to plan for the 2020–2021 school year has been like trying to fly the airplane while building the wings.
Continue reading “Using IM’s Distance Learning Resources to Create a Hybrid Learning Plan”
by Sarah Caban and Kristin Gray
Teachers are so amazing and resilient. Amid all of the many thoughts and feelings about the challenges this school year brings, conversation continually revolves around their students.
When discussing instruction, teachers wonder:
by Janaki Nagarajan
How can we best do mathematics together in an online environment?
When school suddenly shifted online last spring, I found myself overwhelmed by the learning curve for new technologies—for both myself and my students. I knew that I wanted to maintain a space centered on students’ collective thinking and understanding.
Continue reading “Facilitating the “Choral Counting” Routine Online”
by LaToya Byrd and Jenna Laib
School looks different this year. It’s easy to focus on the changes that will need to be made—the new practices, the new routines, the new technologies—but we must first focus on our central beliefs about teaching and learning, and use those beliefs to determine what’s important. It is essential to build a strong classroom community.
This community should strive to be one where learners know, use, and enjoy mathematics. How do you envision this math class? And how does that relate to your own mathematical experiences?
Continue reading “Helping Elementary Students Cultivate a Strong Math Community”
by Tina Cardone
The vision of Illustrative Mathematics is to create a world where learners know, use, and enjoy mathematics. This raises the question: Which learners? And what role do the authors of a curriculum play in shaping the experience?
Continue reading “Equitable Teaching Practices in IM K–12 Math”
by Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez
We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.
What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English during distance learning?
Continue reading “English Learners and Distance Learning: Math Language Routines”
by David Petersen and Kate Nowak
In our previous post, we described how we are thinking about planning for next fall. We are also creating some new resources to support users of IM K–12 Math in the fall. Some of this is to address unfinished learning from spring 2020, and other supports are intended to address the potential for distance learning in the upcoming school year. Part of this work is the K–5 unit adaptation packs described in an earlier post. Here is more of what you can look forward to rolling out over the summer.
By William McCallum
I can’t imagine what it must feel like right now to be a teacher facing the uncharted territory that is the coming school year. Will I be teaching 100% online, or have some face-to-face interaction with my students? Will I be teaching synchronously or asynchronously for most of the school year? How will I get to know my students and how will they engage in one another’s ideas? How will I get to know my students’ families? How can I give them manageable guidance to support students this year? Most of all, where can I get help with all these questions?
By Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez
We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.
What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English?
Continue reading “English Learners and Distance Learning: Compare and Connect”
