English Learners and Distance Learning: Math Language Routines

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? 

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New IM 6–12 Resources for Addressing Unfinished Learning and Engaging Students in Distance Learning

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.

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Coming Together Around Distance Learning

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?

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English Learners and Distance Learning: Compare and Connect

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”

Looking Ahead to 2020–21 in IM 6–8 Math and IM Algebra 1, Geometry, and Algebra 2

By David Petersen, Lead Curriculum Writer and
Kate Nowak, Director of K–12 Curriculum Strategy

This school year has been strange and stressful, and there is uncertainty about what next year will look like. Due to school closures in 2019–20, students will have missed important learning opportunities, and existing inequities may have become more pronounced. On top of that, it’s likely that many schools will not be back to normal in the fall. We may face shortened or fewer school days, more distance learning or hybrid face-to-face and distance learning, and ongoing school disruptions.

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English Learners and Distance Learning: Enhancing Access

By Liz Ramirez

Which students are experiencing success in today’s “distance learning”? What barriers do other students face?

While virtual learning platforms have made it possible for some live instruction to continue during school closures, this type of learning environment presents additional challenges for students who are learning English. Many of the language supports and resources that students rely on in the classroom are no longer accessible, including subtle ones like teacher gestures, word walls, and turning to a partner for clarification. Now…?

How do we support English learners in a virtual learning environment?

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IM Talking Math 6–8: Resources for Weekly Re-engagement

By IM 6–8 Math Team

This week, IM is launching a new resource to support students and teachers with distance learning. Each week we will publish an open-ended prompt or image that invites math conversation, and a series of 3–5 questions. The questions are designed so that all 6–8 students have an entry point for the first question, and all students will find something both familiar and challenging in each set. 

TALKING MATH 6–8 PROMPTS

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Rethinking Instruction for Lasting Understanding: An Example

By Kate Nowak

How do we help our students build mathematical understandings that endure past the unit test? If we want students to construct strong, reliable bases of mathematical knowledge, our instruction needs to do more than present explicit procedures—even when that’s done well. Providing lots of opportunities for students to reason can help. So can understanding and leveraging the progression of learning across grade levels. But what does that look like in practice? Let’s examine a single topic in grade 7: solving inequalities. 

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The 5 Practices: Looking at Differentiation Through a New Lens

By Catherine Castillo

Our district had seen a downhill trend in standardized test scores in mathematics. This forced us, as educators, to take an intentional look at our teaching practices.

The past few years have been an exciting time in math instruction. Research on brain plasticity and mindset have caused a shift in the idea of what it means to know and do mathematics. 

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