By Jen Hawkins, IM Facilitator and IM K-5 Product Specialist Illustrative Mathematics believes that students can achieve success as mathematical thinkers by working through problems and consolidating their learning through classroom discussions and anchoring...
By Asya Howlette, Director of Mathematics and Science at Thurgood Marshall Raise your hand if you have been perplexed by professional learning that told you your class needs to be culturally responsive, but left you completely unsure about what that means in a math...
By William McCallum Our vision at Illustrative Mathematics is a world where all learners know, use, and enjoy mathematics. In my last post I picked up that first verb and talked about what it means to know mathematics. In this post I'd like to talk about what it means...
By Dionne Aminata “We are striving to . . . compose a country committed to all cultures, colors, characters, and conditions of man. And so we lift our gazes not to what stands between us, but what stands before us.” Poet Laureate, Amanda Gorman Amanda Gorman recited...
By Kristin Gray This was originally posted on Kristin Gray’s personal blog, Math Minds, on November 15, 2020. Student work is just the best. It is the one thing that will always motivate me to write! So, let’s kick this post off with a great work example from grade 3....
by William McCallum Newspapers are full of graphs, far more than 10 or 20 years ago. Indeed, I have a graph to show that! (Source, Priceonomics) And yet I wonder how often readers see graphs as pictures illustrating a point, rather than as texts to be read. A reader...
by Sarah Caban From the start of the year, we want students to know they are capable of engaging in grade-level mathematics. In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students—often students of...
By William McCallum At Illustrative Mathematics, our mission is to create a world where all learners know, use, and enjoy mathematics. This is not just an idle wish, one that we have because we love mathematics. Sometimes knowledge of mathematics translates directly...
By Kate Nowak How do we help our students build mathematical understandings that endure past the unit test? If we want students to construct strong, reliable bases of mathematical knowledge, our instruction needs to do more than present explicit procedures—even when...
By William McCallum The number line is a seemingly simple object: a straight line with two points marked 0 and 1. Those two points are the seeds of great complexity, however. Whole numbers are located at positions marked off by iterating the interval. Fractions are...
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