By Michael Ramirez, Director of Instructional Coaching, Partnership for Los Angeles Schools “Whenever students are being helped to see major concepts, big ideas, and general principles and are not merely engaged in the pursuit of isolated facts, good teaching is going...
By William McCallum On March 20, 2015, I received the following email: Thank you for submitting your proposals to the K–12 OER Collaborative. We are pleased to advise you that Illustrative Mathematics has been selected as a vendor to create a rapid prototype unit for...
By Asya Howlette, Director of Mathematics and Science at Thurgood Marshall Raise your hand if you have been perplexed by professional learning that told you your class needs to be culturally responsive, but left you completely unsure about what that means in a math...
By Max Ray-Riek, Director of 6–12 Professional Learning In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. We are often asked, “How can I differentiate instruction while using this...
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead Writer“Some students are never given the opportunity to engage with mathematics in rich and meaningful ways that emphasize critical thinking and problem solving. Moreover, educators often use...
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead Writer “The idea of being a ‘math person’ is based on two pervasive world views; first, the so-called ‘fixed’ mindset, that what one knows about math cannot change meaningfully over time through...
By William McCallum When I started this series of blog posts on what it means to know, use, and enjoy mathematics, I thought this one would be the easiest. Math is fun, right? How could you not enjoy mathematics? I certainly do—I love the complexity in underlying...
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead Writer"We have to break from the notion that learning mathematics must be a linear and procedural endeavor mastered through rote practice and memorization. Instead, we must recognize and emphasize...
By Dionne Aminata, Grade 2–5 Lead Writer and Sarah Caban, Grade 5 Lead WriterWhen do students practice their math facts? How is math fluency assessed?”—current and prospective IM K-5 Math™ teachers everywhere We appreciate these questions for a couple of reasons: 1)...
By William McCallum I’m not a very good skier, but I have once or twice in my life experienced the joy of a perfect run: gliding down the slopes, taking each turn with confidence. And I’ve had terrible runs where I struggled up a slope to find a detached ski, getting...
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