ACE Charter Schools’ Post

In the past decade, many schools have moved away from the traditional approach to teaching math where a teacher models a problem while students copy the process in favor of more inquiry-based methods of teaching math. The rationale behind this decision makes sense—giving students time to explore new math concepts is an essential step in ensuring that students build an understanding of the underlying patterns and structures in the math they’re learning. But many schools aren’t seeing an increase in student math achievement like they’d hoped. So what’s going on? Shouldn’t allowing students to make sense of math concepts help their overall understanding? I sat down with education journalist Holly Korbey to discuss the challenges schools face when implementing an inquiry-based curriculum and why many schools aren’t seeing success with scripted inquiry curricula. Read the interview here: https://lnkd.in/ghrrvzZ4

"In most school districts there is seldom a systemic and persistent effort to improve the math teaching of special educators. Providing effective, supportive professional learning in math content and pedagogy is one of the most important priorities in K-12 education." ALN Founder, John Tapper, explores what special educators need in the blog, "What Do Special Educators Need?" Read more: https://hubs.li/Q02n4xYV0 ALN's PD allows educators to strengthen their math content knowledge and their pedagogical practice. Learn more here: https://hubs.li/Q02n4wWJ0