Kate Nowak, Director of 6-12 Curriculum

When I was teaching high school mathematics, my local colleagues and I spent a whole lot of time creating problem-based lessons. We were convinced that this style of instruction was a good way to learn, but the textbooks in use at our school simply contained definitions and theorems, worked examples, and practice problems. One day I was talking to my dad about how much time I had been spending lesson planning. His response was, “People have been teaching geometry for, what, 3,000 years? Shouldn’t the lessons be, like, already planned?”

Continue reading “Presenting IM Algebra 1, Geometry, Algebra 2”

are best thought of as a sequence of if-then statements: If $x$ is a number such that $3x + 2 = 5$, then $3x = 3$; if $3x = 3$, then $x = 1$. Continue reading “Truth and Consequences Revisited”