Supporting high-school students to write detailed, precise proofs is challenging. Learn about some of the design elements that IM used to invite students to a deep exploration of proof.
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 Kristin Gray
As a teacher, curiosity around students’ mathematical thinking was the driving force behind the teaching and learning in my classroom. To better understand what they were thinking, I needed to not only have great, accessible problems but also create opportunities for students to openly share their ideas with others. It only makes sense that when I learned about routines that encouraged students to share the many ways they were thinking about math such as Number Talks, Notice and Wonder, and Which One Doesn’t Belong?, I was quick to go back to the classroom and try them with my students. It didn’t matter which unit we were in or lesson I had planned for that day, I plopped them in whenever and wherever I could because I was so curious to hear what students would say. Continue reading “Warm-up Routines With a Purpose”