The goal is to give students just enough background and tools to solve initial problems successfully, and then set them to increasingly sophisticated problems as their expertise increases. In the process, students explain their ideas and reasoning and learn to communicate mathematical ideas.
Teachers help students understand the problems and guide discussions to be sure that the mathematical takeaways are clear to all. In a problem-based curriculum, students work on carefully crafted and sequenced mathematics problems during most of the instructional time. She has an MBA in Entrepreneurship and Global Marketing from Babson College, and a Masters in Math Education from CUNY Brooklyn College.Research-driven, problem-based curriculum. She earned her undergraduate degree in Sociology and Business at UCLA. Since 2016, Dionne has also worked as a facilitator at UnboundEd’s Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the Common Core Standards and engage in critical conversations about systemic bias and racism in math education.ĭionne successfully supported implementation of the IM K–5 Math beta pilot at LAUSD in 2020–21 and now serves as the Director of Strategic Initiatives at IM in the Marketing department. Dionne then spent 6 years as a Math Content Specialist with Aspire Public Schools in Los Angeles, where she led K–8 teachers and leaders through the transition to CCSS, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics. The scope and sequence of units, activities, and representations are designed to help students develop a deep understanding of mathematical concepts, build fluency with procedures, and solve mathematical problems occuring in their daily lives.ĭionne began her career in education in 2001 as an elementary teacher at LAUSD in South Los Angeles, CA, then taught middle school math in Brooklyn, NY, and later served as an instructional coach to new teachers with New York City Teaching Fellows.
#Learn math illustrations professional
Integrated professional learning that supports teachers to develop, refine, and reflect on instructional practices. Formative assessments help create clear pathways to address student outcomes. Teacher reflection questions, embedded curriculum narratives, a PLC framework, and math community structures continually support teacher learning. Math vocabulary is introduced to formalize student ideas, and Mathematical Language Routines are embedded as lesson activities to support academic language development for all learners and included as suggested supports for English Learners. Collaborative learning opportunities, instructional routines that invite students to bring their whole selves to math class, and problem-solving contexts that positively reflect ethnically diverse cultures support implementation of culturally relevant and responsive pedagogy.
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