Setting a vision for mathematics teaching and learning establishes a shared understanding of the instructional practices, student and teacher interactions, and experiences that are expected in the learning community. Teachers and leaders must understand how the vision can be realized and amplified through the IM curricular materials.
"Children deserve rich opportunities to develop as strong learners, doers, and sense makers of mathematics. Furthermore, they deserve the guidance of teachers who themselves hold productive dispositions toward mathematics, have a deep understanding of the mathematics content they are teaching and mathematical learning trajectories, and can effectively and equitably use content-specific teaching practices."
~ Catalyzing Change in Early Childhood and Elementary Mathematics, p. 69
A. Watch Spotlight on IM Certified Math Classrooms (embedded below) to understand the problem-based teaching and learning cycle, the structure of an IM Math lesson, and the elements of problem-based teaching and learning.
B. Attend IM Certified® Professional Learning™
Curriculum Overview for School Leaders
Leading IM Math Implementation
Spotlight on IM Certified Math Classrooms.mp4“Teachers must ensure that children’s voices and ideas are not only welcomed in the classroom but also make them a necessary condition of learning mathematics. This requires creating safe spaces for children to be curious, take risks, and ask questions.”
~ Catalyzing Change in Early Childhood and Elementary Mathematics, p. 51
A. Watch the IM Building Mathematical Community video.
B. Read Building a Mathematical Classroom Community to learn more.
“To create a vision that can set the direction for an instructional improvement strategy, practitioners must anchor their vision in the instructional core.”
~ The Internal Coherence Framework, p. 60
"Visions of instruction specify what should happen between teachers and students in order to achieve the intended learning goals for students."
~ Systems for Instructional Improvement, p. 45
A. Review these frameworks to build the team's understanding of high-quality mathematics instruction.
B. Review NCTM's Effective Mathematics Teaching Practices.
C. Use the process outlined in How to Articulate an Instructional Vision During a Materials Adoption to develop and capture your school's vision.
D. Share the vision for using IM Certified Math with all instructional staff.
"Family engagement is about building relationships, listening to and learning from families, and allowing for shared decision making about educational activities."
-Reimagining the Mathematics Classroom, p. 95
A. Provide opportunities for families to provide input on the school vision.
B. Build enthusiasm for learning math by creating a plan for family engagement that:
Introduces the IM instructional model
Provides opportunities for families to engage with the mathematics
Outlines how to provide support for the child at home
C. Share access to IM Math Materials by:
Providing OER access to family materials
Providing family support materials for each unit in print or digital format in the family's home language
"A teachers' mathematical identity includes not only how they see themselves as a doer of mathematics but also how they take up their role as a mathematics teacher of children. Paying attention to mathematics teacher identity development is critical because how a teacher sees themselves in relation to the work of teaching mathematics shapes how they teach and the pedagogical practices they choose to incorporate into their instruction."
~ Catalyzing Change in Early Childhood and Elementary Mathematics, pp. 51–52
A. Select a survey instrument that will be used to gather implementation data from teachers and students.
B. Determine methods and dates to deploy each survey, including expectations for completion.
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