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 Hannah Herbert, PK–6 Content Specialist In one corner of a transitional kindergarten classroom, a small group of children sorts a pile of buttons—some by size, some by color—while their teacher listens in and asks what they notice. Nearby, two students negotiate...
By the Illustrative Mathematics team Every new school year brings both excitement and plenty of questions. Whether you’re teaching with IM® Math for the first time, returning after summer break, or supporting teachers as a coach, we’ve gathered some of our most...
by Lindy Olejniczak, PK–6 Content Specialist In this series of blog posts—The Anatomy of an IM® Math Lesson—we’re taking a closer look at each part of an IM® Math lesson and how it contributes to meaningful student learning. After exploring the launch and warm-up in...
By Cristina Roof, Math Specialist, Lexington Public Schools What are students thinking as they sit on the rug during a whole-class lesson? How much are they learning? How much are they simply just sitting quietly in their own world? These questions became the focus of...
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...
By Timesha Brooks, Senior Specialist, Professional Learning Design In Part 1, we named the elephant in the room: math anxiety among teachers and how it shapes classroom instruction. Now, we turn to the heart of the work—how teachers build confidence, what helps them...
By Timesha Brooks, Senior Specialist, Professional Learning Design We often talk about math anxiety when it comes to students. But there's an elephant in the professional development room we rarely name—and even more rarely design for. It’s something nearly every...
Catherine Castillo, Sr. Implementation Specialist Brea Jimenez, Sr. Specialist, Facilitator Certification and Quality Assurance What do you notice about this NCTM framework for mathematics teaching? What do you wonder? You likely noticed that four of these teaching...
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