He holds a Ph. As a mathematics education consultant and Chair of the Conference Board of the Mathematical Sciences, Diane works to increase math knowledge around the world.
She holds a Ph. An accomplished IT executive supporting educational non-profits and media companies, Diana is Senior Vice President for Enterprise Technology Program Management at Entercom, a leading audio and entertainment company, following her year tenure at Educational Testing Service where she empowered the Research and Assessment Development division, and Scoring Operations. She also holds three US patents for innovations in assessment.
Currently, Diana teaches at The College of New Jersey in the Mechanical Engineering department, drawing from her doctoral dissertation research on the institutional adoption of innovation. Bobby T. Dillard was born and raised in Chicago as the son of first generation college students and educators in Chicago Public Schools.
His research centered on Leadership Competency models that K—12 districts can use to build capacity for all levels of leadership in a school system. Bobby spent the next ten years working as a leadership coach in over 30 school districts throughout the nation, specializing in school transformation and turnaround.
Bobby has worked with school and district leaders to implement: 1 Standards based curriculum adoptions, coaching systems at the school and district level, family engagement models, and leadership feedback models where school principals operate within a network.
Understanding the critical need to support math educators, John is President of Math for America, which is committed to encouraging extraordinary teachers to stay in the classroom. Before that he was Executive Director of the American Mathematical Society for nearly 14 years and a mathematics professor at Indiana University, where he was also Department Chair for two terms. Lawrence University, which also awarded him an honorary degree in Partnering with corporations, non-profit organizations, and philanthropists, her work supported under-resourced areas such as STEM, college and workforce readiness, media literacy, health and wellness, and environmental education.
She holds a Bachelor of Arts degree from Mount St. His academic awards include a Rhodes scholarship and a Majorana Prize for theoretical physics. Jason has taught physics and mathematics to university students and high school students, adult prison inmates, and members of other disadvantaged groups. He holds a B. The IM Story. Our Purpose. First partnership leads to continued growth. Kellogg Foundation. Our Team. Leadership Team.
William G. Kristin is co-founder and President of IM. Karl Nelson Chief Information Officer Throughout his career, Karl has been devoted to delivering high-quality educational materials to students, teachers, and districts across the country. Kate Nowak Vice President of Product Strategy Kate believes math class should make sense and that with well-supported teachers employing high-quality curricula, every learner can use mathematics to interpret and influence their world.
Olivia Russell Vice President of Program Management Olivia has dedicated her career to supporting the development of high-quality mathematics educational materials for culturally and linguistically diverse students. Brandi Tyler Vice President of Marketing Brandi is a creative innovator in marketing and communications.
Kristen Welch Chief Financial Officer and Vice President of Finance and Administration Kris has a deeply rooted passion and appreciation for high-quality education and learning, and a relentless commitment to listen to partners and customers while constantly innovating to meet the evolving needs of the classroom. Board of Directors. For example, the concept of the base 10 system being related to procedures of arithmetic. So the complexity of teaching work is balancing those two. How much detail do I give at this stage?
If students are coming back in the fall having had two-thirds of a grade, how do we engage with the notion of grade level? What we would advise against is trying to just go back to two-thirds of the way through the previous year, and start there and cover everything between that point and the end of the current year. EF: And why not do that? You should look at what happened in the last third of the previous year and figure out if some of the stuff that is not necessary right now.
Or maybe it was extremely important, but you can pull it in just-in-time during the year. In particular, with our curriculum, the unit one of every grade is designed to be invitational to the mathematics, not on the major work of the grade. It makes sense to me, since they missed that, to actually weave it into the fraction multiplication unit, at the moment that that unit happens and to use the coherence of the curriculum, to course this compression of ideas, rather than just follow the sequence as it was designed.
BM: I think taking advantage of the coherence is important as a way of gaining efficiencies. Lighten up on some elements of calculational fluency that are important, but maybe not the most important thing right now for everybody to get right. I would double down on understanding and make allowances for the fact that they might not have had as much practice in the previous grade.
So, what else? And everybody is just trying to do the best they can for the kids. You know, here are the procedures memorized. Hyper-procedural curriculum. Unfortunately this seems to have caught some legitimate users as well. Their content is still on the blog, with the author marked as anonymous. By popular demand Cathy Kessel has produced a document outlining the major changes in the recent version of the progressions.
Cathy Kessel has been working hard to incorporate the feedback from this blog and from other places into final versions of the progressions.
Here is the close to final version of the progressions up through Ratios and Proportional Relationships. Major edits include an expanded preface, a comprehensive introduction, and some significant additions to the fractions progression. Cathy Kessel is working on editing the progressions documents into final versions, incorporating comments from this blog and elsewhere and filling in gaps.
Here is the fractions progression. We will be rolling out the others over the next few months. Comments welcome! I do have some ideas saved up! It has blog posts by members of the IM community about our grades 6—8 curriculum and about teaching practice, including a whole series on the 5 practices framework of Smith and Stein.
Also, we will be cross posting any IM related posts I write here over there as well. I hope you find our new blog useful! In my last post I wrote about the following standard, and mentioned that I could write a whole blog post about the first comma. So the graph is like a staircase. This is fine as far as it goes.
It identifies the defining property of a linear function—that it has a constant rate of change—and relates that property to a geometric feature of the graph.
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