By Lindy Olejniczak, PK–6 Content Specialist This past year, I was playing with my friend’s 2.5-year-old sons. The “game” started with bringing colored balls from a ball pit and tossing them to me. As I caught each one, I began arranging them in different ways. At one...
By the Illustrative Mathematics team In February, a group of Illustrative Mathematics (IM) leaders spent a day at PS 121, an elementary school in NYC Public Schools District 11 located in the Bronx. The purpose of the visit was straightforward but meaningful. We...
By the Illustrative Mathematics team When districts commit to high-quality instructional materials and the conditions that make strong implementation possible, the impact on student outcomes can be powerful—and measurable. A new case study from Columbia University’s...
By: Dr. Kristin Umland, IM CEO and Cofounder A recent RAND survey found that the students who are the most likely to maintain interest in math are those who understand and enjoy it, feel supported, and see themselves as “math people.” It also found that nearly a third...
By the Illustrative Mathematics team When members of the Illustrative Mathematics team recently spent a day inside two co-located schools in District 11 of New York City Public Schools (NYCPS), we expected to see solid instruction. What we experienced went further...
By the Illustrative Mathematics team A new parent poll from EdTrust–New York marks the first step in a statewide effort to better understand persistent challenges in mathematics instruction and outcomes. The findings offer important insights into what families are...
By the Illustrative Mathematics team The gains in math achievement experienced by District 11 in New York City Public Schools (NYCPS) are not the result of a sudden shift or a one-year initiative. They reflect years of deliberate, system-level work focused on...
In a recent opinion piece published by the New York Daily News, the leaders of the nation’s two largest school districts celebrate the gains their students have made since adopting IM Math. New York City Public Schools Chancellor Melissa Aviles-Ramos and L.A. Unified...
By Anita Crowder, PhD, Senior Director, Impact Research and Jennifer Wilson, EdD, Senior Director, Implementation Enablement Adopting a problem-based instructional model offers both opportunities and challenges for educators. How do we respond when teachers say, “But...
By Courtney Ortega, IM Certified® Facilitator Learning takes time. Students make connections, deepen their understanding, and address misunderstandings. Along the way, it can make the learner feel vulnerable. “When we learn, we actively work to make sense of an idea...
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