Continue reading “Updates to Supports for Students with Disabilities and English Language Learners in IM 6–8 Math”
At Illustrative Mathematics we are committed to creating a world where learners know, use, and enjoy mathematics. We believe that every student can learn grade-level mathematics with the right opportunities and support. Our approach is to remove unnecessary barriers and provide teachers with options for additional support so that every student can engage in rigorous mathematical content. We’ve been busy this year working on some exciting enhancements to the teacher tools and supports to empower teachers to deliver instruction that meets the specialized needs of English learners and students with disabilities.
Last year, we put together some reading to help people get started planning their year with IM 6–8. Now, we have another year’s worth of blog posts to choose from, plus a shiny, new high school curriculum! So once again, we’ve gathered some posts from IM’s blog with different purposes to help get your year off to a good start.
Before we dive into the links, if you are new to the IM curriculum, here are some tips to help you stay on pace:Continue reading “Preparing for the School Year, Updated with Tips for Staying on Pace”
Continue reading “Building a Supportive Home/School Partnership”
While families arrive with different school experiences and perspectives on what “doing math” means, they often share common questions: What do I need to know to set my child up for success in math this year? and How can I continue to support them throughout the school year? Hosting a family math night can answer these questions and help bring a school community together.
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”― Maya Angelou
When I think back to my 8th grade math class, I cannot recall the exact problems I struggled with or exact things the teacher said or did, but I can distinctly remember how I felt each day walking into that classroom: anxious. From the very first day of school, I struggled, and my feelings of failure and self-doubt only compounded as the year progressed. I just could not keep up. While many, many years have passed, and details have faded from my memory, I have never forgotten how badly I felt about myself as a learner of mathematics each day.Continue reading “First Impressions: The First Units in IM K–5 Math”
In my first post on the topic of realizing the promise of open educational resources, I described the IM Certified program. Our partners offer multiple versions, including a free online version and enhanced versions with different options for users. This is IM’s way of reaching teachers and students from a wide variety of districts who may be looking for those different options, while assuring that, as these versions evolve, they will stay true to the original design. However, by the terms of the CC BY license, anybody can use the curriculum with or without certification. This freedom further supports our mission to get these carefully crafted materials into the hands of as many students and teachers as possible.
Continue reading “Co-Creating Classroom Norms with Students”
Establishing norms is critical to creating an environment where all students see themselves as knowers and doers of mathematics. Reflecting on the Illustrative Mathematics mission statement, Creating a world where learners know, use, and enjoy mathematics, how can we contribute to this mission as first year teachers implementing the IM curriculum in our classrooms?
This blog post is the fourth in a series of four blog posts exploring the student experience of problem-based learning. The first three posts are available here: (1) “How Do Students Perceive Problem-Based Learning?” (2) “Inviting Students to the Mathematics” (3) “Concrete Representations that Give Students a Way to Get Started.”
Continue reading “Explicit Classroom Norms to Teach Kids How to Learn From Solving Problems”
Okay, so the kids can get started and represent their thinking. But are they really learning? Am I really teaching? What are we doing here?
This blog post is the third in a series of four blog posts exploring the student experience of problem-based learning. The first two posts are available here: “How Do Students Perceive Problem-Based Learning?” and “Inviting Students to the Mathematics.”
Once students have an invitation to the mathematics and understand the situation, how do they get started answering questions?Continue reading “Concrete Representations that Give Students a Way to Get Started”
IM Algebra 1, Geometry, and Algebra 2 courses are now available to all.
Alright, folks, this is not a drill: IM 9–12 Math is now available to all.
So now what? To help folks dive into the curriculum, we’ve put together some links to the curriculum and some relevant blog posts here. No matter what your experience with IM curricula, this post will give you a place to start.Continue reading “Introducing IM Certified 9–12 Math”
How do we invite students to the mathematics, and explicitly signal to kids that they have ideas that matter in math class?
In this series of blog posts, the first of which is available here, we’re exploring how, in order to be successful in a problem-based classroom, students have to shift their thinking about what being a good math student looks and sounds like. What do you notice about your own students’ beliefs about how they should participate? What are you curious about now, as you think about what it takes for students to be successful in a problem-based classroom?Continue reading “Inviting Students to the Mathematics”