NCTM’s Principles to Actions names several productive beliefs about assessments that will promote mathematical success for all. At the top of the list is that the “primary purpose of assessment is to inform and improve the teaching and learning of mathematics” (82). Continue reading “Planning to Use Pre-Unit Assessments”
There are always so many things to do in preparation for a new school year. At this point of the summer, to-do lists start getting made, materials get purchased, rooms are organized, and math class planning begins. Whether you are using the IM 6–8 Math curriculum for the first time or entering your second or third year with the program, there are always new things to learn. While the Illustrative Mathematics blog is packed with great information from curriculum authors, teachers, and coaches, it can often be a job in and of itself to narrow down what to read. Continue reading “IM Preparing for the School Year”
By Kristin Gray, Jenna Laib, Sarah Caban
Open House. Back-to-School Night. Family Welcome. Math Night. No matter what the name of the event that launches the school year, family members will arrive at your school with the same burning questions: What do I need to know to set up my child up for success in math this year? and How can I continue to support them throughout the school year? Continue reading “Building a Supportive Home/School Partnership”
Classroom environments that foster a sense of community that allows students to express their mathematical ideas—together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics—positively affect participation and engagement among all students.
Principles to Action, NCTM
The beginning of the school year offers teachers and students a fresh start full of exciting possibilities. From the first day of class, as we begin to learn about each of the students in front of us, we have the opportunity to set the stage for how learning math will look, sound, and feel throughout the year. We also begin to foster the attitudes and beliefs that are important in shaping a mathematical classroom community in which each and every student is positioned as a capable learner and doer of mathematics, truly believes their voice is valued and heard, and understands that we learn math by doing deep and meaningful mathematics together. Building this classroom community requires a purposeful process that takes time and careful attention. Continue reading “Building a Mathematical Classroom Community”
By William McCallum
“I’m afraid I can’t explain myself, sir.
Because I am not myself, you see?” Alice in Wonderland.
The idea of equivalence in mathematics is tricky for learners, because when we talk about two things being equivalent, for example the fractions $\frac35$ and $\frac6{10}$, we are emphasizing two contradictory things: Continue reading “Fractions: Units and Equivalence”
By Kristin Gray
There are some standards I think we do such a great job developing in early elementary, but never revisit explicitly when students learn about different numbers such as fractions and decimals. I blogged about this in reference to even and odd numbers last year, but this past week I have found another: Continue reading “5th Grade: Decimal Place Value”
By Jenna Laib
My sixth graders are weary of pre-assessments.
No matter how many times we discuss the goal of a pre-assessment–for me to learn more about their current strategies and understandings, so that I can design learning experiences that fit them better–all of them seem to want to impress me with perceived “perfection.” (As flattering as this is, they are missing the point.) Continue reading “The Intersection of Fraction Talks and Clothesline Math: Formative Assessment and the 5 Practices”
By Anna Polsgrove
When I first started the Math Methods course at University of California, Irvine, all of my ideas on how to learn math took a complete 180.
During the first two months, a million questions swirled in my head as I worked through problems with my classmates: We don’t just teach the algorithm anymore? What do you mean “use representations to build conceptual understanding”? What is an area diagram? What are all of the multiple strategies to solve a problem? How am I supposed to anticipate misconceptions when I have never taught the curriculum?, just to name a few. Continue reading “The IM 6–8 Math Curriculum Changed My Math Methods Experience”
By Charles Larrieu Casias
The number line is an anchor representation that threads through the entire middle school curriculum. For this blog post, I want to focus on a creative use of the number line in grade 8 to explore scientific notation and irrational numbers. Let’s zoom into a lesson. Continue reading “Fun With Zooming Number Lines in Grade 8”
