by Jennifer Wilson and 1 more | Jun 15, 2020 | Grades 3–5, Grades 6–8, Grades 9–12, Professional Learning
By Jennifer Wilson and Liz Ramirez We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language...
by Catherine Castillo | Nov 21, 2019 | Grades 6–8
By Catherine Castillo Our district had seen a downhill trend in standardized test scores in mathematics. This forced us, as educators, to take an intentional look at our teaching practices. The past few years have been an exciting time in math instruction. Research on...
by Jenna Laib | Oct 13, 2019 | Grades 3–5, Grades 6–8, Grades K–2
We want students to think about math deeply. Creatively. Analytically. Instead, what often happens is that students race towards quick solutions. So what can we do to support this other kind of thinking in class—the slow, deep kind? By Jenna Laib One way is through...
by Anna Polsgrove and 2 more | Aug 2, 2019 | Grades 6–8, Grades 9–12
Establishing norms is critical to creating an environment where all students see themselves as knowers and doers of mathematics. Reflecting on the Illustrative Mathematics mission statement, Creating a world where learners know, use, and enjoy mathematics, how can we...
by Max Ray-Riek | Jul 29, 2019 | Grades 6–8, Grades 9–12, Professional Learning
This blog post is the fourth in a series of four blog posts exploring the student experience of problem-based learning. The first three posts are available here: (1) “How Do Students Perceive Problem-Based Learning?” (2) “Inviting Students to the Mathematics” (3)...
