Newspapers are full of graphs, far more than 10 or 20 years ago. Indeed, I have a graph to show that!Continue reading “Reading Graphs is a Complex Skill”
by Sarah Caban
From the start of the year, we want students to know they are capable of engaging in grade-level mathematics.
In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students—often students of color—between the grade-level expectations laid out in standards and students’ opportunities to engage with this content in their math classes.Continue reading “The Story of Grade 5”
by Sarah Caban and Kristin Gray
Teachers are so amazing and resilient. Amid all of the many thoughts and feelings about the challenges this school year brings, conversation continually revolves around their students.
When discussing instruction, teachers wonder:
- How will I get to know the students?
- How will I learn more about what the students are thinking?
- How will I build a classroom community?
- How will I support each student along the way?
by Tina Cardone
The vision of Illustrative Mathematics is to create a world where learners know, use, and enjoy mathematics. This raises the question: Which learners? And what role do the authors of a curriculum play in shaping the experience?Continue reading “Equitable Teaching Practices in IM K–12 Math”
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.
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?
By Kristin Gray, Director K–5 Curriculum and Professional Learning
and Kevin Liner, IM K–5 Professional Learning Lead
It is overwhelming to think about how teaching and learning will look in the fall. The uncertainty of the impact of students missing so many days of school, and the educational inequities that have been magnified as a result of the COVID-19 virus, leave us all with so many unknowns.
With so much uncertainty, we imagine there may be some knee-jerk reactions to unfinished learning this fall. There may be a temptation to frontload the school year with the prior grade-level content students may have missed or assess each student immediately on arrival back to school and then “fill in” the unfinished learning. As well-intentioned as these ideas may be, we can’t help but think about the impact they could have on students mentally, emotionally, and mathematically as they reenter school.
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.
We want to share our deepest gratitude for the work each of you has been doing to protect yourselves, your families, your students, and your school communities, as you face hard decisions about how to support students while also reducing our close contact with one another. Each of us faces unique situations and there are no easy solutions for any of the various components of supporting children that each of us are charged with.
It was easy to say yes!
By Crystal Magers
Last spring, I was approached by our Math Coordinator and asked about piloting a new math program. I knew my staff was ready for building-wide consistency and we were ready to try something new. I easily said yes!
My teachers were offered training over the summer and access to the resources to begin teaching this fall.
After just a few weeks of instruction, my staff began to voice concerns.Continue reading “Shifting Practices: Helping Everyone—from Students to Administration—Find their Voice in the Math Classroom”