Let's Talk About Math
Can we bridge the gap between problem-based learning and explicit instruction?
Last month, our school board voted to approve a $20 million purchase of a new district-wide math core curriculum. After months of obtaining teacher feedback, meeting with stakeholders, and voting, the district landed on Imagine Learning / Illustrative Mathematics as our new core curriculum.
What is Illustrative Mathematics (IM)? According to their K-5 curriculum website,
“IM K–5 Math is a problem-based core curriculum rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math through solving problems, developing conceptual understanding, and discussing and defending their reasoning.”
New Curriculum, Now What?
I’ll admit IM was not my first choice but here’s the thing - I don’t hate it. I’ve used many of their lessons in my 4th and 5th-grade classrooms, and some of my favorite problems to teach are from their curriculum.
I genuinely believe that the team behind IM has the best intentions for student learning outcomes. However, there’s a disconnect between IM’s intentions and actual application in diverse classrooms.
Here’s why…
All problem-based learning: IM’s focus on problem-based learning raised red flags when considering my students who perform below benchmark expectations. Our school has very low mathematics proficiency, and programs like IM that lean heavily on productive struggle leave most of my students in constant need of scaffolding, reteaching, and other interventions.
Lack of (procedural) practice problems: Most lessons include just a few word problems. Since many of our students are struggling readers, these problems cannot be practiced independently.
Scope and sequence: Our students struggle with number sense and performing basic operations but the scope and sequence for 4th grade don’t address place value concepts, addition, and subtraction until Unit 4 (after two units on fractions).
Accessibility: The curriculum prioritizes Tier 1 instructional methods, but unfortunately, most of my students require Tier 2 and Tier 3 interventions. This isn’t something we can allow district administrators to ignore if IM’s goal is to make math accessible to all students.
How can teachers bridge the gap between our new problem-based learning core curriculum and the needs of the diverse learners that we serve?
Bridging the Gap
Over the next few months, I’ll research solutions to bridge this gap as part of my graduate studies. Specifically, I’ll explore the research around explicit instruction, worked examples, and retrieval practice and identify practical ways teachers can incorporate them into problem-based learning programs like IM. I’ll share my findings, notes, book summaries, literature reviews, and more here.
If there are any research articles or books you think I should be reading, leave your recommendations in the comments.
And if you’re wondering, yes, I’ll still be sharing tips to streamline your teaching practice using artificial intelligence.
Thanks for reading!
Takia