The IM K-5 Math curriculum is designed to support problem-based math teaching and learning that helps students to see mathematics as a story that makes sense and is meaningful to their everyday lives. In this standards-aligned curriculum, teachers guide students through an intentional, cohesive learning progression that engages students in making connections and building skills and understandings that will stay with them. The teaching role shifts from modeling procedures to strategically planning for student growth by carefully anticipating and monitoring student work and then connecting student thinking to key learning targets. The curriculum uses Universal Design for Learning to support each student to engage with the math as part of an inclusive learning community.
The goals of this curriculum are to:
Give all students access to grade-level mathematics through a coherent progression that communicates the "story" of the math and helps students see connections to the world around them
Help students see themselves as capable mathematical thinkers and sense-makers
Foster the development of mathematical learning communities in classrooms
Provide teachers with an opportunity to deepen their knowledge of mathematics, student thinking, and their own teaching practice
How We Support Educators to Implement the IM K-5 Math Curriculum:
BetterLesson supports educators to understand the design and philosophy behind this problem-based approach to math instruction in order to reflect on the implications this approach has on their current teaching practices. We draw on tenants of active pedagogy to create an atmosphere of collaboration in which colleagues dive into the design of the curriculum, its structure, and key routines in order to create a vision for implementation. In addition, we provide ongoing support for educators as they work to bring the curriculum design to life with their students. BetterLesson coaches work with educators to internalize the curriculum resources and plan strategically, leverage instructional routines to build a supportive and inclusive mathematical community, and to reflect on their own teaching mindsets and practices.