Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.
Planning Grant Funds Institute for Learning at the University of Pittsburgh to Partner with Canutillo ISD, Fabens ISD, and Tornillo ISD in Texas
The IFL is partnering with Texas districts Canutillo Independent School District, Fabens Independent School District, and Tornillo Independent School District to work on high-level teaching and learning in middle school math! Read on to see how we are working together to do an asset analysis and equity audit of math instruction, an approach where everyone’s voice is heard!
“If you cannot read the word problem, you cannot do the math.” This statement is false on many levels! Students who are receiving math instruction in a language other than their native language are doers of mathematics! And as teachers, it is our job to utilize specific strategies that allow every student in each of our classrooms to engage in thinking deeply about the mathematics. In this article we share four strategies for math teachers to use when working with multilingual students who are working on their English skills while also learning math.
Coinciding with the one-year anniversary of COVID shutting down classrooms across the country, Warner Arts Magnet Elementary in Nashville shares the trials and tribulations they faced, what kept them motivated, and how the IFL work has been a “life-changing” experience that played a key role in providing a quality education.
Bridging to Research: Numeracy and Math Sense in Young Children, An Interview with Dr. Melissa Libertus
An understanding of number, specifically the idea of sets of quantities of things, begins in infancy and develops long before formal schooling. So…
• What does mathematical thinking and reasoning look like in infants?
• How do thinking and reasoning change after infancy?
• How might parents/families/caregivers influence the development of children’s mathematical thinking and reasoning?
• What are some things that adults can do to support children’s mathematical development?
Check out our interview with Dr. Melissa Libertus, Associate Professor, University of Pittsburgh Department of Psychology and Research Scientist, Learning Research & Development Center, who sat down with us to share her research and provide answers to these questions and so much more.