by Tina Cardone
The vision of Illustrative Mathematics is to create a world where learners know, use, and enjoy mathematics. This raises the question: Which learners? And what role do the authors of a curriculum play in shaping the experience?
Continue reading “Equitable Teaching Practices in IM K–12 Math”
By Jennifer Wilson and Vanessa Cerrahoglu
Update 2020-May-04: IM has created a sample plan for a block schedule for Unit 1 for each of IM Algebra 1, Geometry, and Algebra 2. (In order to make your own edits to the doc, use File –> Make a Copy.)
Having an extended period of time to teach a lesson can be an advantage in a problem-based classroom. Students and teachers can savor the questions that are asked. Activities can breathe in a way that they can’t in a shorter period of time. But questions about planning inevitably arise. We find ourselves asking questions like: Do I simply merge two lessons? What stays? What goes? How do we ensure that we engage our students in the right conversations that will prepare them for the next leg of the journey?
By Jennifer Wilson
One of your students is asked, “What are you learning about today in class?”
How does your student respond?
During class, one of your students asks you, “Is this going to be on the test?”
How do you respond?
We know from years of math education research that establishing and sharing learning goals are important for both teachers and students. Even so, we don’t always agree with when and how they should be shared.
