by Dionne Aminata and 1 more | Jun 7, 2021 | Grades 3–5, Grades K–2, Grades K–5
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 and 1 more | Jun 1, 2021 | Grades 3–5, Grades K–2, Grades K–5
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 Sarah Caban and 1 more | Apr 27, 2021 | Grades 3–5, Grades K–2, Grades K–5, Uncategorized
By Sarah Caban, Grade 5 Lead Writer and Dionne Aminata, Grade 2–5 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...
by Sarah Caban and 1 more | Apr 20, 2021 | Grades 3–5, Grades K–5
By Sarah Caban, Grade 5 Lead Writer and Dionne Aminata, Grade 2–5 Lead Writer When 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...
by William McCallum | Apr 5, 2021 | Grades K–5
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...
