Introducing IM Certified 9–12 Math 2020

IM Algebra 1, Geometry, and Algebra 2 courses are now available to all.

Alright, folks, this is not a drill: IM Certified 9–12 Math 2020 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.

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How Do Students Perceive Problem-Based Learning?

Does problem-based learning mean students need to forget everything they knew about how to act in math class?

As a teacher, and then as a coach and teacher-educator, I’ve been thinking for a long time about the shifts teachers need to make when using a problem-based curriculum like the IM Math curricula. Recently, though, I’ve gotten to be in classrooms not as a coach or a teacher, but just to observe. Sitting with the students, experiencing math class from their perspective, I’ve been reflecting a lot on the demands placed on them as learners in a problem-based setting.

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Making Peace with the Basics of Trigonometry

Six months ago, I hated trigonometry.

In fact, when my daughter missed a week of school, she announced on her first day back, “Someone has to teach me trig because I missed the whole thing.” Her father jumped in, “That’ll be me. Your mother hates trig.”

At least that used to be true. I have since made peace with my least favorite topic, in large part because of my experiences with the Illustrative Mathematics Geometry course. Let me tell you ways that the IM Geometry course has helped.

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Making Sense of Distance in the Coordinate Plane

Linda Richard, Curriculum Writer

I used to teach my students a catchy song to memorize the distance formula. We all had fun goofily singing this song. My students hummed it to themselves during tests and successfully calculated distances. I was pleased with this outcome—but what did my students actually understand about distance in the coordinate plane? In retrospect, very little.

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Rigor in Proofs

Tina Cardone, Geometry Lead, & Gabriel Rosenberg, Curriculum Writer

There is no doubt that proof plays a central role in the human endeavor of mathematics, but there remains much debate on what role it should play in high school mathematics. At least two standards for mathematical practice in the common core focus on this concept. Certainly MP3, “Construct viable arguments and critique the reasoning of others”, is about the need for students to be able to write their own proofs and to analyze the proofs of others. MP6, “attend to precision” goes deeper, though, by noting the need for precision, including the use of clear definitions, when communicating their reasoning. This is what we mean by rigor in mathematical proof.

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Presenting IM Algebra 1, Geometry, Algebra 2

Kate Nowak, Director of 6-12 Curriculum

When I was teaching high school mathematics, my local colleagues and I spent a whole lot of time creating problem-based lessons. We were convinced that this style of instruction was a good way to learn, but the textbooks in use at our school simply contained definitions and theorems, worked examples, and practice problems. One day I was talking to my dad about how much time I had been spending lesson planning. His response was, “People have been teaching geometry for, what, 3,000 years? Shouldn’t the lessons be, like, already planned?”

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