by Deborah Peart | Oct 27, 2020 | Grades 3–5, Grades K–2, Grades K–5
by Deborah Peart, Grade 2 Lead Many people have an aversion to word problems. They cringe at the mention of them. In elementary classrooms, teachers often report that this is what their students struggle with most. When word problems show up in math class, even...
by Janaki Nagarajan | Aug 25, 2020 | Grades 3–5, Grades K–2
by Janaki Nagarajan How can we best do mathematics together in an online environment? When school suddenly shifted online last spring, I found myself overwhelmed by the learning curve for new technologies—for both myself and my students. I knew that I wanted to...
by LaToya Byrd and 1 more | Aug 18, 2020 | Grades 3–5, Grades K–2, Grades K–5
by LaToya Byrd and Jenna Laib School looks different this year. It’s easy to focus on the changes that will need to be made—the new practices, the new routines, the new technologies—but we must first focus on our central beliefs about teaching and learning, and use...
by William McCallum | Nov 10, 2019 | Professional Learning
By William McCallum I was in New Orleans a couple of weeks ago visiting a school using IM 6–8 Math and was inspired by the efforts the school was making to implement problem-based instruction. I saw teachers at different stages on a learning curve with the...
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...
