*By Melissa Schumacher, Curriculum Writer*

Which is more important for students to have: conceptual understanding or procedural fluency? Does one have to be taught before the other can emerge?

*By Melissa Schumacher, Curriculum Writer*

Which is more important for students to have: conceptual understanding or procedural fluency? Does one have to be taught before the other can emerge?

*By Tina Cardone, Geometry Lead, & Gabriel Rosenberg, Curriculum Writer*

There is no doubt that proof plays a central role in the human endeavor of mathematics, but there remains much debate on what role it should play in high school mathematics. At least two standards for mathematical practice in the common core focus on this concept. Certainly MP3, “Construct viable arguments and critique the reasoning of others”, is about the need for students to be able to write their own proofs and to analyze the proofs of others. MP6, “attend to precision” goes deeper, though, by noting the need for precision, including the use of clear definitions, when communicating their reasoning. This is what we mean by rigor in mathematical proof.

Continue reading “Rigor in Proofs”NCTM has called for structural and curricular changes in high school mathematics. Learn about how IM’s high school curriculum is aligned with the vision put forth by NCTM to end tracking, implement effective targeted instructional supports, and broaden the focus of teaching high school mathematics beyond college and career readiness.

Continue reading “Catalyzing Change through the IM Algebra 1, Geometry, Algebra 2 Math”