By the Illustrative Mathematics team East Hartford Public Schools didn’t start its math improvement journey by choosing a new curriculum. It started by asking a more fundamental question: What should mathematics instruction look like, and why? That distinction...
By the Illustrative Mathematics team Education Scorecard—a collaboration between Harvard University’s Center for Education Policy Research and Stanford University’s Educational Opportunity Project—recently named Dover School District in New Hampshire a District on the...
By Elisa Smith, Senior Specialist, 5–12 Content My family likes to take road trips. Driving gives us the freedom to make our own schedule, stop along the way, and take in the varied landscapes of our country. Each night we talk about what’s ahead the next day: how far...
By the Illustrative Mathematics team Every cohort of Los Angeles Unified School District (LAUSD) middle schools highlighted in a new case study saw gains in math proficiency after adopting IM® Math. Those gains ranged from 2.2 to 9.9 percentage points. But the...
by Fattama Alkaysi, Content Specialist, PK–6 In this series of blog posts—The Anatomy of an IM® Math Lesson—we’ll take a closer look at each part of an IM Math lesson and how it contributes to meaningful student learning. After exploring the launch in our first post,...
By David Petersen, Specialist, 5–12 Content In this series of blog posts—The Anatomy of an IM® Math Lesson—we’ll take a closer look at each part of an IM Math lesson and how it contributes to meaningful student learning. We begin with the launch: the moment that helps...
By the Illustrative Mathematics team A new analysis conducted by Leanlab Education found that schools in Los Angeles Unified School District (LAUSD) using IM® Math demonstrated stronger mathematics growth than similar schools that were not. The gains were equivalent...
By Dylan Dechant, Senior Vice President, Product Engineering and Innovation A decade ago, a math teacher’s year was largely shaped by a textbook and a pacing guide. A student moved through a year of math that was, for better or worse, the product of a single...
By Sarah Caban, Director, PK–12 Learning Experiences A snow day. An assembly schedule. A class that needs more time to build understanding before moving on. Suddenly, you’re behind and asking yourself: Should I . . . rush the next lesson? skip activities? cut...
By the Illustrative Mathematics team When we think about math class, it’s easy to picture students sitting at desks, working through problems on paper or screens. But some of the most powerful math learning happens when students are moving, talking, gesturing, and...
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