Tag: norms

Building a Math Community with IM K–5 Math

“I’m not sure this is working. Only five of my students are participating and commenting each day. The rest sit there and look at me.”

By Tabitha Eutsler

This was my conversation with our math coordinator after my first few days of teaching IM K–5 MathTM with my third graders. Those five students were having great conversations. However, my other students just sat there wide-eyed, silent, and staring blankly at their papers. I felt lost. Was this the best for my students? Could we survive a whole year of math like this? I wanted my students to love math and have a deeper understanding of mathematical concepts. How would this get them there? 

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IM Preparing for the School Year

There are always so many things to do in preparation for a new school year.  At this point of the summer, to-do lists start getting made, materials get purchased, rooms are organized, and math class planning begins. Whether you are using the IM 6–8 Math curriculum for the first time or entering your second or third year with the program, there are always new things to learn. While the Illustrative Mathematics blog is packed with great information from curriculum authors, teachers, and coaches, it can often be a job in and of itself to narrow down what to read.

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Building a Mathematical Classroom Community

Classroom environments that foster a sense of community that allows students to express their mathematical ideas—together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics—positively affect participation and engagement among all students.

Principles to Action, NCTM

The beginning of the school year offers teachers and students a fresh start full of exciting possibilities. From the first day of class, as we begin to learn about each of the students in front of us, we have the opportunity to set the stage for how learning math will look, sound, and feel throughout the year. We also begin to foster the attitudes and beliefs that are important in shaping a mathematical classroom community in which each and every student is positioned as a capable learner and doer of mathematics, truly believes their voice is valued and heard, and understands that we learn math by doing deep and meaningful mathematics together. Building this classroom community requires a purposeful process that takes time and careful attention.

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