November 29, 2023 9:00 am

Imagine Learning Enhances STEM Education with Advanced Python Course in Imagine Robotify 

Imagine Learning announces the launch of an innovative Python course in Imagine Robotify, designed for 8th graders.

Imagine Learning announces the launch of an innovative Python course in Imagine Robotify, designed for 8th graders. “Flex’s Rescue Training” course marks a significant step in enhancing STEM education within schools, offering an engaging and relevant learning experience for students. As computer science emerges as a mandatory component in high school curricula across eight states, Imagine Learning’s initiative is at the forefront of preparing students for future academic and career opportunities. 

Elevating Coding Education in Schools  

This advanced coding course is designed to align with CSTA standards and help set students on the path to fulfilling high school computer science graduation requirements. By merging Python programming with ecological problem-solving, students will experience a hands-on, interdisciplinary approach, enriching their STEM learning journey. 

Advancing Equity in STEM  

With a focus on inclusivity, the course aims to engage a broader spectrum of students, particularly girls who traditionally have lower participation rates in computer science. It strives to close the gender gap in STEM fields, offering equitable access to vital 21st-century skills such as problem-solving, critical thinking, and innovation. 

Comprehensive and Accessible Learning Experience 

Imagine Robotify breaks down barriers to computer science education with its browser-based platform, accessible on multiple devices without the need for costly hardware. Featuring over 900 coding challenges and interactive game-based learning, Imagine Robotify makes computer science both comprehensive and exhilarating for young learners. 

Empowering Educators to Foster STEM Excellence  

Recognizing the challenges educators face in teaching computer science, Imagine Robotify provides extensive resources and support, especially beneficial for those new to the field. The curriculum, aligned with the Computer Science Teachers Association (CSTA) standards, ensures educators are well-equipped to deliver top-notch STEM instruction. 

Nurturing the 4Cs of STEM in Students: 

  • Critical Thinking: Tackling real-world ecological issues to sharpen analytical abilities. 
  • Creativity: Fostering innovative solutions and resilience in learning. 
  • Collaboration: Building teamwork skills, shared responsibilities, and decision-making. 
  • Communication: Enhancing the ability to articulate ideas and grasp complex concepts. 

“The launch of our advanced Python course in Imagine Robotify marks a significant milestone in our mission to make advanced STEM education accessible to all students” says Sarah Anderson, Vice President of Product Management, Supplemental at Imagine Learning. “We understand the importance of early exposure to coding and computational thinking in today’s digital age. Therefore, we’ve created a course that not only captivates young minds but also nurtures essential 21st-century skills. Our goal is to empower educators and inspire students, especially girls and those from diverse backgrounds, to explore the limitless possibilities in the world of technology.” 

About Imagine Learning 

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions fueled by insights from educators, working alongside educators to support 15 million students in over half of the districts nationwide. Our core portfolio includes Imagine IM®, Imagine Learning EL Education®, Twig Science®, and Traverse®. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity™ is our flagship courseware solution, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: imaginelearning.com. 

November 27, 2023 7:40 am

Students Who Give: The Value of Charitable Giving for Children

Students embrace the opportunity to donate to charitable organizations when given the option through educational technology.

November is a month often associated with gratitude and giving. In fact, one report states that 37% of all giving happens during the last three months of the calendar year.

Many people view donating to nonprofit organizations or individuals in need as a way to help others, but research has also found that charitable giving is good for the giver. Individuals who donate to others report feeling happy, while charitable giving also makes us feel good about ourselves and others. Additionally, giving to others helps us find meaning and purpose while giving us a sense of connection to the world.

Children who perform acts of kindness reported a higher likelihood of social acceptance and academic achievement and developed empathy for others. Studies have found that even very young children are innately compassionate and giving. Additionally, members of Generation Z—nicknamed “Philanthroteens”—have even stronger feelings about giving as they are concerned with the planet and the world around them. However, children often do not have much to contribute in the way of money or gifts, leaving an opportunity for parents or other family members to demonstrate the value of giving time and talents by incorporating simple acts of service into family time. Schools and educators can also incorporate age-appropriate service projects into classroom time, such as knitting hats for children going through cancer treatments or visiting elderly patients in nursing homes. Additionally, organizations can help encourage generosity in children by making donations accessible and applicable to needs that relate to kids. All these factors may be why thirty percent of Generation Z have already donated to an organization.

Math Students Pay It Forward

At Imagine Learning, charitable giving is built directly into our digital education programs. Students earn points when they complete math lessons in Imagine Math, and these points can be used toward upgrading student avatars, achieving class goals, or cash donations to charitable causes.

It is amazing how often students donate points toward local food banks, victims of natural disasters, or other meaningful causes. Time and time again, Imagine Math students choose to give rather than personally benefit from their earned points.

Since the Imagine Learning charitable giving program began in 2008, students who have used Imagine Math have donated 3.9 trillion math points, completed more than 6.1 million math lessons, and worked through more than 195 million math problems for a total giving of $909,690. In 2023 alone, Imagine Math students donated $71,000 to a variety of organizations, such as The American Red Cross, No Kid Hungry, 4-H, PACER’s National Bullying Prevention Center, as well as regional food banks across the country. This November, Imagine Learning students donated $5000 each to the Special Operations Warrior Foundation, an organization that covers secondary education expenses for children of fallen special operations soldiers, and Feeding America.

“Since 2015, Imagine Learning’s amazing students’ participation in the yearly ‘Do Math! Support a Veteran’ campaign has provided over $47,000 for college scholarships for children who lost a Special Operations parent in the line of duty… We have over 1100 children to educate, and we are gaining more every year. We now support 198 college students. Imagine Math student contributions make a real impact for them.”

Retired Colonel Sean Corrigan

Executive Vice President for Special Operations Warrior Foundation

Students Share Their “Why” For Giving

One of this year’s top-donating Imagine Math students, who gave their math points to PACER’s National Bullying Prevention Center during October for Anti-Bullying Month, was asked why they donated. The student, who attends Wilson Community School in Alpena Public School District in Michigan, responded, “I want bullying to stop.”

Christian C., a student at STEAM Academy Middle School in the Ferguson-Florissant School District of Missouri, was also a top donating Imagine Math student this year, giving his points to PACER’s. Christian says he donated his points to charity because, “I’m a social cause junkie. I love to give back.”

Akiles L. of Shirley Dill Brothers Elementary, Alvin Independent School District (ISD) in Texas said, “I donated generously to the 4-H charity because it is the right thing to do. It makes me happy when I give my math points to charity because I am earning knowledge and helping people at the same time. I would tell students that it feels good to earn math points, but it feels better to help people in need.”

Aarush A. of Shirley Dill Brothers Elementary, Alvin ISD in Texas explained his “why” for donating Imagine Math points. “It was a hard decision to give away all of my hard-earned math points but what made it easier was the fact that it was going to a very good cause. I feel really bad to see people bullied and I am glad that finally I was able to help in my own little way.”

Teachers Witness the Benefits of Giving

Teachers also share that they love watching their students learn the joy of giving. Nathan Calcari, who teaches at STEAM Academy Middle School in Ferguson-Florissant School District, Missouri said, “I appreciate the [students’] generosity in giving up their hard-earned points to charity. This goes right along with the kindness piece of our school vision.”

Lisa Lubarsky, a teacher in Woodbridge Township School District in New Jersey shared, “I love that Imagine Math gives an opportunity for students to donate their Think Points. It is an added bonus to their hard work and efforts. Student choice is also a key component with many options for donations. When my students give money to charity, they are very proud!”

And, for the record, students are not donating their math points for notoriety. Only the child knows when they choose to give their points in Imagine Math. This tells us that students do not contribute to organizations for recognition; they donate because it feels good to help others.

In this day of selfies and social media, it is encouraging to see how the younger generation is inclined to help others in the world around them. With parents, educators, and organizations working to create opportunities to give and feel the benefits of giving, today’s children may become the most generous generation yet. 

About the Author

Lisa Wise, Customer Engagement Manager at Imagine Learning

Lisa Wise

Customer Engagement Manager at Imagine Learning

Lisa Wise has worked in the edtech industry for over 24 years, most recently as the Customer Engagement Manager at Imagine Learning. Lisa loves the opportunity to honor student achievement through engagement programs that get students excited about learning. A graduate of the University of Pittsburgh, Lisa lives with her family, dog, and beautiful array of plants in Pittsburgh, PA. She loves sports, gardening, and visiting her local garden center.

November 27, 2023 6:00 am

Imagine Learning Appoints John Orsanic Chief Financial Officer

Orsanic Brings Decades of Experience with Complex Global Brands Strengthens Leadership Team for Next Phase of Growth

Scottsdale, Ariz., November 27, 2023 – Imagine Learning, the largest provider of K–12 digital-first curriculum solutions in the United States, serving 15 million students in more than half of school districts nationwide, appointed John Orsanic as Chief Financial Officer, strengthening its executive leadership team for the next phase of rapid growth. Mr. Orsanic joins Imagine Learning after serving the last six years as the Chief Financial Officer of Fandango, a division of NBCUniversal, where he was responsible for a wide range of financial management and strategic growth initiatives, both domestically and internationally. He brings more than 25 years of experience in senior finance positions, working at iHeartMedia + Entertainment, Ceridian Corporation, and General Electric.

“We are excited to welcome John to our leadership team. With his experience as a financial executive in large and complex businesses, he will play a critical role in driving our business forward, through organic innovation and strategic M&A,” stated Jonathan Grayer, Chief Executive Officer of Imagine Learning. “Our business has never been more exciting as we work with educators to deliver on our promise to empower potential in classrooms across the US.”

The hiring of Mr. Orsanic comes at a transformative time for Imagine Learning. An emerging leader in the core curriculum market, the company recently launched Traverse, a groundbreaking digital-first core social studies solution for grades 6–12. Created by a team of Imagine Learning developers and educators, Traverse represents a significant milestone for the organization as it expands its comprehensive suite of immersive digital core curriculum courses for teachers and students across the country. In August, Imagine Learning unveiled Imagine Learning Ventures, a venture fund to make investments in promising A.I.-powered K–12 educational solutions.

“I’m thrilled to join Imagine Learning at such a pivotal point in the industry and for the business, with investments in A.I. and digital-first curriculum, which have the potential to transform teaching and learning,” said Mr. Orsanic. “Empowering educators with world-class digital solutions can personalize instruction and improve learning outcomes for every student.”

Mr. Orsanic received his B.S. from John Carroll University and his MBA from the Kellogg Graduate School of Management at Northwestern University.

About Imagine Learning

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions fueled by insights from educators, working alongside educators to support 15 million students in over half of the districts nationwide. Our core portfolio includes Twig Science®, Imagine Learning Illustrative Mathematics®, and Imagine Learning EL Education®. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity™ is our flagship courseware solution, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: https://www.imaginelearning.com.

November 9, 2023 4:58 pm

Five Key Moments from Imagine Simply Teaching

The Imagine Simply Teaching symposium was loaded with new perspectives and guidance. From student-led learning to AI ethics, experts illuminated best practices for creating dynamic digital classrooms.

The recent Imagine Learning virtual symposium was loaded with ready-to-use tips and new perspectives. As a leader in PreK–12 digital curricula, supplemental support, and virtual instruction, Imagine Learning hosted the jam-packed event, which gathered EdTech experts to share research, strategies, and inspiration for inspired teaching. From student-led learning to AI ethics, these specialists illuminated best practices for creating dynamic digital classrooms where every student – and teacher! – can thrive.

Want the download to tamper your FOMO? Here are five major moments from the symposium.

1. Ditch the burnout with sustainable workflows

Keynote speaker Dr. Catlin Tucker understands the educator burnout struggle is real. But it doesn’t have to be! This Apple Distinguished Educator guided attendees in a shift toward student-led learning. Let your tech handle the info delivery so you can focus on individual facilitation and relationships, flex those blended learning muscles to find your instructional flow, and, most importantly, share the responsibility with students so they own their learning. Embracing this new workflow can help lighten your load and keep your passion lit.

Catlin Tucker

“We have to learn to share the responsibility with our students, or it’s nearly impossible to find a healthy balance.”

Graphic image of Catlin Tucker

2. Rewrite the math story from “I can’t” to “I math”

Uncertain-looking high school teacher looking over their shoulder at their encouraging teacher

Deborah Peart believes everyone can tap into their inner mathiness. To do so, we need to check our own baggage. When teachers confront their own math trauma, they pave the way for students to forge positive math identities, too. Bring on the math joy: trade rote rules for collaborative concept development and ditch the math anxiety to foster a community where mistakes lead to growth, not shame. It all starts with reframing math as a life skill, not a gatekeeper.

Deborah Peart

“Mathers math. They can think creatively. They can share their ideas.”

“We have to learn to share the responsibility with our students, or it’s nearly impossible to find a healthy balance.”

Dr. Catlin Tucker

3. Let inquiry unleash critical thinking

Inquiry gets students vested in driving their own learning, says Dr. Kathy Swan. Her formula for inquiry success? Compelling questions + curated sources and authentic tasks. The benefits include skills like research, analysis, curiosity, and civic agency. Another perk is that it stretches learners of all ages when done developmentally. Whether debating Dr. King’s legacy or designing ways to save endangered species, inquiry taps curiosity to unlock critical thinking.

Kathy Swan

“By reinventing the wheel, we can improve performance, better tread, speed, durability.”

Group of high school students seated at their desks and surrounding an enthusiastic teacher

4. Code today to shape the AI future

Teacher sitting and talking in front of a high school classroom

The robots are coming! The robots are coming! Fortunately, with the right STEM skills, students can be the masters, not the minions. Adam Dalton makes the case for coding and the 4Cs – critical thinking, communication, collaboration, and creativity – as essentials to shaping the future. Virtual simulation platforms like Imagine Robotify turn coding into play, and when students code, create, and compete, it builds the problem-solving skills needed to drive innovation. AI can amplify human potential, but it needs engaged, ethical, STEM-savvy humans behind the tech.

Adam Dalton

“I am a big believer in teaching students how to use the forces of STEM to be ready for the AI future that is happening right now and tomorrow.”

5. Don’t fear the AI: guide students for good

ChatGPT got you tongue-tied? Deb Rayow says AI is here to help, not harm, student learning. First, lock down an academic integrity policy, then start prompts, pronto. It takes some practice, but ChatGPT can generate personalized lessons, leveled texts, and more with the right prompts. The key is maintaining human judgment – and teaching media literacy so students keep it real. They’ll need sharp skills to tell bot from human and fake news from facts. So, embrace the AI future! With ethics and empathy, our students can make this tech sing.

Deb Rayow

“Our job as educators is not just getting kids to complete courses. It’s to prepare them for the world that they’re graduating into.”

Elementary student working on laptop and high-fiving their teacher

The Imagine Learning symposium delivered inspired teaching topics from real talk on sustaining teacher engagement to getting AI-ready. Educators were motivated and empowered not just to survive the current and future landscape but to thrive in it.

Find recordings of the sessions, blogs, and speakers’ resources here.

November 3, 2023 7:00 am

The Science of Math Instruction: Incorporating Research-Based Instruction into Technology

Everyone’s talking about the science of reading, but what about mathematics? Take a look at agreed-upon best practices called cognitively-guided instruction, as well as technology that puts it into practice.

Teaching mathematics means more than introducing algorithms and procedures to students. Research shows that effective instruction also involves the development of a student’s conceptual understanding, mathematical reasoning, and problem-solving skills.

One research-based approach to mathematics instruction is Cognitively Guided Instruction (CGI), as described in Children’s Mathematics: Cognitively Guided Instruction (Carpenter et al., 2014). CGI shifts an educator’s focus away from direct instruction and toward understanding an individual student’s mathematical thinking. The teacher then leverages this understanding as the foundation to guide the student toward increasingly complex concepts.

Now, as online programs gain popularity in today’s classrooms, schools have the opportunity to choose technology that not only supports students’ procedural fluency but also aligns with research-based principles to develop students’ conceptual understanding. By evaluating the technology we bring to students through the lens of a framework such as CGI, we can help ensure that students have the opportunity to develop the skills they need to succeed beyond memorization.

What is Cognitively Guided Instruction (CGI)?

CGI is an approach to teaching mathematics that focuses on students’ critical thinking and problem-solving. Instead of just showing students how to solve a problem, teachers guide students to explore strategies and approaches that make sense from their unique understanding of a situation. The following are just some of the principles of CGI, as highlighted in Children’s Mathematics (Carpenter et al., 2014).   

  • Problem Solving: Students are encouraged to tackle problems using critical thinking and creativity before receiving direct instruction. Given a story problem anchored in a real-world context familiar to students (such as sharing a food item among friends), students reason using a strategy of their choice.
  • Teacher as a Facilitator: Teachers transition away from the role of traditional instructors and toward the role of facilitators. They listen to students’ strategies, pose thought-provoking questions, and steer discussions while providing opportunities for students to learn from their peers’ thought processes.
  • Building on Prior Knowledge: Students bring their experiences and understandings into the classroom. Teachers leverage each student’s prior knowledge as a foundation and layer new concepts on top of the ideas that students have already grasped.
student solving math equation

Applying CGI to Online Learning

When designed with research-based principles in mind, online programs have the ability to increase accessibility to effective instruction. For example, the following characteristics of various online programs provide the flexibility to support CGI practices.

  • Adaptive Learning Environments: Adaptive learning environments powered by algorithms can provide students with a personalized learning experience that caters to their unique needs and preferences. By analyzing a student’s performance and feedback, online platforms can generate customized content tailored to their strengths and weaknesses. This approach to learning aligns with CGI’s emphasis on personalized education, which recognizes that every student has a unique learning style and pace.
  • Virtual Manipulatives: Utilizing virtual tools, such as base-ten blocks, offers students an interactive experience to experiment with variables and visualize outcomes. This approach enables them to select the appropriate device that aligns with their current understanding and apply critical thinking and creativity to solve a given problem.
  • Real-world Problem Solving: Online platforms can offer practical problem-solving exercises that mirror real-life challenges. This approach aligns with cognitively guided instruction’s emphasis on applying mathematical concepts to everyday situations. By bridging the gap between theory and practical significance, students can gain a deeper, contextual understanding of mathematics and its relation to the world around them.

By incorporating CGI practices with online platforms’ capabilities, we can anchor each student’s learning experience in student-centered, data-driven instruction.

The Idaho Study: A Snapshot of Research-Based Technology in Action

Imagine Math ISAT Performance Research Brief
Read the Full Study

Imagine Math is one supplemental, personalized online program that incorporates the features highlighted above. It presents students with problems, equips them with virtual tools, and adapts its levels of support in response to students’ answers. “Imagine Math’s personalized learning platform aligns with each student’s needs while providing the right amount of challenge to help the student achieve grade-level proficiency,” said Sari Factor, Chief Strategy Officer at Imagine Learning (New Study Reveals Significant Gains in Student Math Performance with Imagine Math, 2023).

This year, a study was conducted to assess the impact of Imagine Math on students’ academic performance. The study analyzed over 4,000 math assessment scores from the Idaho State Assessment Test (ISAT) of students in grades 4 through 8. The assessment scores were taken from schools across four different districts in Idaho during the 2021-22 academic year. Key takeaways from the research include:

  • The relationship between Imagine Math lessons passed, and ISAT score growth is positive for all grades and statistically significant for grades 4 through 7.
  • Positive and significant relationships between Imagine Math lessons passed and ISAT math score growth for various student subgroups, including special education students, English learners, students eligible for free or reduced-price lunch, and Hispanic/Latino or American Indian/Alaskan Native students.

These findings underscore the potential of platforms like Imagine Math that align with student-centered methodologies to enhance student outcomes.

The Future of Math Instruction

In today’s rapidly evolving society, education has significantly shifted due to technological advancements and a more comprehensive understanding of how individual students learn. By leveraging technology that incorporates research-based instruction, educators can create a more engaging and effective learning experience for students, leading to better academic outcomes and a more promising future.

About the Author – Erin Springer

Erin Springer is a former elementary school teacher who transitioned to supporting other teachers as a Professional Development Specialist at Imagine Learning. She is enthusiastic about helping teachers use educational technology to improve student outcomes, save time, and understand students’ needs.

Citations:

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2014). Children’s Mathematics: Cognitively Guided Instruction (2nd ed.). Heinemann.

Imagine Learning. (2023, June 20). New Study Reveals Significant Gains in Student Math Performance with Imagine Math [Press release]. https://www.imaginelearning.com/press/study-reveals-significant-gains-student-math-performance-imagine-math/

October 26, 2023 11:00 am

The Benefits of Dual Language Instruction and Keeping it Authentic

Published by: SmartBrief

In today’s globalized society, language plays a vital role in shaping our cultural identity and perception. As multilingualism has become an invaluable asset, dual language instruction has emerged as an effective approach, fostering academic excellence, cultural understanding, and cognitive development. To maximize the impact of dual language instruction, it is crucial to maintain authenticity, ensuring that the instruction is rooted in the rich cultural heritage and the language they represent. 

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October 25, 2023 11:09 am

Report Finds that 90% of Educators See AI as a Beacon for More Accessible Education

Despite low levels of preparedness and other barriers to adoption , there is a prevailing belief in Generative AI’s potential to empower educators and learners alike

Scottsdale, Arizona, October 25, 2023 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving 15 million students in more than half the school districts nationwide, today released its inaugural report, “The 2023 Educator AI Report: Perceptions, Practices, and Potential,” showcasing a comprehensive exploration of AI’s current and future role in K–12 classrooms.

With Generative AI emerging as a pivotal element in the dynamic educational landscape of 2023, Imagine Learning conducted the survey to explore the perceptions, current practices, and future aspirations of educators who have already embraced technology in the classroom.

One compelling finding coming out of the report is that a resounding 90% of educators surveyed believe that AI has the potential to make education more accessible. Increasingly, teachers are recognizing that when implemented ethically and with thoughtful consideration, AI can help students with special needs, learning disabilities, and language barriers, for example, and experience more effective, personalized learning methods.

When it comes to readiness, however, only 15% of educators feel “prepared” or “very prepared” to oversee the use of Generative AI in the classroom, with over twice that number (32%) expressing they are completely unprepared to do so. What’s more, educators indicate a disparity when it comes to the likelihood of using Generative AI in the classroom, with district and school leaders perceived as less likely to embrace new AI tools when compared to educators and students.

On top of this, only one-third (33%) of surveyed educators feel that they have the support they need from their district and school leadership to successfully implement Generative AI into their teaching.

Other key findings from Imagine Learning’s report include:

  • Almost half of educators (44%) who have used Generative AI believe that its use has alleviated the burden of their workload and made their jobs easier.
  • Of the respondents who reported they have not used AI in the classroom, 65% cite a lack of familiarity as the primary obstacle to the future utilization of Generative AI, with 48% also expressing ethical concerns.
  • 72% of educators are most concerned about plagiarism and cheating due to Generative AI, highlighting the need for clear guidelines for students for using AI with academic integrity.

“Generative AI is a blend of promise and prudence. Its transformative potential is undeniable, but the journey forward requires thoughtful consideration,” said Sari Factor, Vice Chair and Chief Strategy Officer, of Imagine Learning. “Learning is above all a human endeavor. With Generative AI as a tool to simplify lesson planning, reduce administrative tasks, and enhance personalized learning, we can empower the potential of teachers and students and improve learning outcomes.”

To learn more about the findings, you can download the full report here.

Methodology

The survey consisted of responses from K–12 educators who work in districts across the U.S. and are members of Imagine Learning’s Teachers’ Lounge, a virtual space for teachers using Imagine Learning programs to connect, collaborate, and share classroom insights with colleagues across the country. Imagine Learning conducted the survey from August 25 – September 8, 2023, through a web-based quantitative survey that was approximately 7 minutes in length. 69% of respondents were teachers, followed by 19% administrators, and 12% support staff.

About Imagine Learning
Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions fueled by insights from educators, working alongside educators to support 15 million students in over half of the districts nationwide. Our core portfolio includes Imagine IM®, Imagine Learning EL Education®, Twig Science®, and Traverse®. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity™ is our flagship courseware solution, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: imaginelearning.com.

October 25, 2023 9:00 am

Imagine Learning Announces Newest Core Math Program, Imagine IM, in Partnership with Illustrative Mathematics

Published by: Associated Press

The fortified relationship with the Imagine Learning team will continue scaling the reach of the high-quality curriculum with the launch of Imagine IM, Imagine Learning’s new edition of the Illustrative Mathematics curriculum, empowering even more students to learn grade-level mathematics and develop positive mathematical identities.

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October 25, 2023 6:30 am

A Majority of Educators are Concerned About How AI May Boost Cheating and Plagiarism but Think it will also Boost Accessibility, According to a New Report

Published by: Fortune

An overwhelming number of educators—90%—believe that generative AI will increase education accessibility. But a majority are also concerned about cheating and plagiarism—with the belief that tools like ChatGPT or Google Bard will hurt students’ writing, thinking, and researching skills.

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October 23, 2023 9:41 am

The Power of a Positive Math Identity

Ever wondered why it’s acceptable to say ‘I’m NOT a math person’ but rare to hear ‘I’m not a reading person’? Dive into a thought-provoking exploration of the detrimental effects of math anxiety, and why it’s time to embrace that we are all, indeed, ‘Mathers’.

“I am not a reading person,” is not something we typically hear people say, yet it is quite common to hear,

“I am NOT a math person!”

A few months ago, I traveled to Baltimore for work, but my travel shoes were just not comfortable. I decided to run into Marshall’s and pick up a pair of sneakers before heading to the airport. I tried on a few and decided on a comfy pair of black sneakers, and then headed over to grab some socks. While I really only needed one pair, they had a 10 pack for $7 and a 6 pack for $9. They were similar styles and brands, so I figured it wouldn’t hurt to take home some extras. In my mind, it was a no brainer, but sadly it became evident this was not the case for the young sales associate.

Sales Associate: “Do you need some help?”

Deborah: “Not really, just comparing these sock bundles. The 10 pack is $7 and the 6 pack is $9,”  I responded with a chuckle.

Sales Associate: “That is just too much math! Sorry, I cannot help you. I am NOT a math person.”

This exchange was disheartening not just because the only math involved was comparing numbers within 10, but also because I can’t imagine someone would ever say, “Ugh, that’s too many words. I just can’t help you. I am not a reading person.” So, why is it okay to declare, “I am NOT a math person?”

In many spaces, adults refuse to engage with mathematics. They have opted out based on the belief that only certain careers need mathematics and only certain individuals are wired to “do” mathematics. We must break the cycle of math anxious adults, teaching children to be intimidated by mathematics, who then grow up to be math anxious adults. When students don’t have a positive math identity they don’t see themselves as math people. So, what happens when teachers don’t believe they are math people?

Research by Hadley, K. M., & Dorward, J. (2011) found that there is a correlation between teachers’ math anxiety and student math achievement. When teachers have unhealthy relationships with mathematics, it can interfere with their ability to connect to the subject and portray mathematics in a positive light. Teachers are the anchors in the classroom, so they need to be grounded and confident in order to facilitate optimal learning. If math anxiety is not addressed, we will continue to see simple math concepts causing freeze, fight, or flight responses in students, parents, and yes teachers.

Some people believe they can teach mathematics without addressing their own anxiety, but it is necessary to heal and actively work to nurture your own positive math identity development. Teachers with negative math identities can negatively impact the development of their students’ identities because they unknowingly project anxieties and mindsets onto their students. Even teachers with positive math identities and a strong connection to mathematics can unintentionally do harm to students’ fragile math identities. Whether it’s an offhand comment, inadequate wait time, or a perplexed look when a student shares a creative strategy, we all could use proven methods for developing cognitive empathy and alleviating math anxiety.

The results from the 2023 NAEP Mathematics Assessment revealed that we have experienced the greatest decline in NAEP Mathematics Assessment scores at grades 4 and 8 since 1990 when they began. One proposed solution to improve mathematics achievement is to support teachers with relevant professional learning. Teachers deserve high quality professional development focused on math content and effective instructional practices. For years, there has been an imbalance between literacy and mathematics training and support. It’s time to invest time and resources in mathematics, so we can make an impact on student math achievement. In order to nurture positive math identities with students, there must be a shift in mindsets, beliefs, and practices. Let’s work together to build a community of mathers!

Math is for Life.

What if instead of Reading, Writing, and Arithmetic, we redefined the core academic skills as Reading, Writing, and Mathing? Imagine classrooms where all students are encouraged to be mathers. What is a mather? A mather is a person who uses mathematics to make sense of the world. With so many people opting out of mathematics because of the myth that some are born with “math brains” and others are not, it is important to establish a norm that math is for everyone. If we start by changing our language, students can see that even if they don’t choose to be mathematicians they can still keep mathing.

We must make it a practice to highlight all the ways we use math everyday and help students experience success with math tasks. Math talk should also take place outside of the designated math block, which demonstrates that math is everywhere. Mathematizing stories and the world around them allows students to experience math in ways that are long lasting. Students must engage with relevant contexts and experience mathematics in ways that are inviting, without time pressures and ideals of perfection. Even toddlers would choose the hand that has three snacks over the hand that has one, so it’s safe to say that we were all born with mathematical minds.

Math is a Team Sport!

In order to build a community where math is celebrated and enjoyed, we must encourage collaboration. Teachers benefit from planning together, solving problems together, and exploring new ways of mathing together. As we step outside of our comfort zones, we can model for students how to take deep breaths before new challenges, how to view mistakes as growth opportunities, and how to ask for help when we really need it. We can establish a class culture where students view one another as experts, choose appropriate tools to support their understanding, and boldly justify their reasoning and critique the reasoning of others.

We are Born to be Mathers!

Teachers’ math identity development has a direct impact on students’ identities and math achievement. As the adults in their lives, we owe it to our students to be reflective so we can address our own math anxiety and show compassion for those around us experiencing it. Building a math culture and community focused on preparing all students for college, career, and beyond is grounded in the belief that all students can learn mathematics and need math for life. Look in the mirror and ask yourself how you can lead the way with reframing mathematics to help others believe math is for everyone. It is time to celebrate that we are all Mathers!

About the Author-Deborah Peart

Deborah Peart is the founder and CEO of My Mathematical Mind. With over 30 years in the field of education, Deborah speaks on a variety of topics related to math identity, elementary math content and instruction, and literacy connections to mathematics. As a master facilitator and content developer, she supports teachers, coaches, and instructional leaders across the nation. Deborah has dedicated her career and doctoral studies to supporting educators with innovative teaching strategies that allow students to see themselves as assets to the learning community and curious problem-solvers. Deborah believes that all children deserve high quality instruction and the opportunity to become competent readers, writers, and mathers.

4 Tips for a Mathematical Mindset Makeover

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