A New York City math teacher who helped develop Illustrative Mathematics discusses its open-ended problem-solving methods. The article highlights the curriculum’s use with struggling students in K-12 classrooms. It presents arguments for this approach over more traditional instructional styles.
Key Points
- NYC teacher contributed to development of Illustrative Mathematics curriculum.
- Advocates open-ended approach for helping struggling math students.
- Curriculum implemented in New York City public schools.
Implications for Educational Freedom
The article addresses curriculum policy decisions in NYC public schools regarding math instruction methods. District adoption of specific programs like Illustrative Mathematics affects available teaching approaches across schools. This relates to education freedom through choices in instructional materials and methods.
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