Supporting Equity: What We’re Learning at Illustrative Mathematics
Saturday, April 4th, 11:15am -12:30pm - Session II
Illustrative Mathematics (IM) is writing K–12 curriculum that supports problem-based instruction and fosters student discourse. Such features are recommended by proponents of culturally responsive teaching, but also risk perpetuating structural inequities if not supported by appropriate professional learning. We trace the IM journey, describing what we have learned and what we have yet to learn about designing curriculum and professional learning to increase equity in mathematics education.
Bill McCallum
Bill McCallum is co-founder, interim CEO, and Chairman of the Board for Illustrative Mathematics. He holds a Ph.D. in Mathematics from Harvard University and is an emeritus Distinguished Professor of Mathematics at The University of Arizona. Bill has pursued research in led number theory research and education outreach, and was one of the lead writers of the Common Core State Standards in Mathematics. For this work he received the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America. He cares about mathematical coherence and student learning and has devoted his life to helping teachers, educators, mathematicians, and policy makers show fidelity to both.
Bill McCallum is co-founder, interim CEO, and Chairman of the Board for Illustrative Mathematics. He holds a Ph.D. in Mathematics from Harvard University and is an emeritus Distinguished Professor of Mathematics at The University of Arizona. Bill has pursued research in led number theory research and education outreach, and was one of the lead writers of the Common Core State Standards in Mathematics. For this work he received the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America. He cares about mathematical coherence and student learning and has devoted his life to helping teachers, educators, mathematicians, and policy makers show fidelity to both.