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After 4 years of helping to field test Connected math, an NSF supported middle school math curriculum, we found mixed results and too many teachers not using inquiry & leaving out challenging tasks.
We determined we had not only to model and provide examples of inquiry-based lessons, but time for teachers to process what they observed. We also had to collaboratively develop pacing guides and expectations of challenging tasks to be taught to all students.
The pressure of high stakes testing, the socialization of students to resist thinking for themselves, and teacher and parent doubts that students can invent solutions combine to make implementation of inquiry based math a difficult problem requiring building time & in-district capacity to sustain dialogue and processing what happens in math classes.
Mack McCary,
1/14/1998
Professional Development
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