by susanllovell | 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 Jenna Laib | 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...
by Carrie Duncan | Jul 8, 2019 | Professional Learning
How do we invite students to the mathematics, and explicitly signal to kids that they have ideas that matter in math class? By Max Ray-Riek In this series of blog posts, the first of which is available here, we’re exploring how, in order to be successful in a...
by Carrie Duncan | Apr 15, 2019 | Grades 3–5, Grades 6–8, Grades 9–12, Professional Learning
Illustrative Mathematics It was great to see so many of you at NCSM and NCTM in San Diego. If we missed you, or you weren’t able to attend, read our NCSM and NCTM round-up below. We enjoyed the conversations we had with those of you that are using the IM 6–8 Math...
