New Math Curriculum Challenges Students to Think Differently – Waukee Community School District

Report on the Implementation of the Illustrative Mathematics Curriculum

Introduction: Advancing Sustainable Development Goal 4

This report details the district’s adoption of the Illustrative Mathematics (IM) curriculum for middle school students in grades 6–8. The initiative is a strategic effort to enhance educational quality and align with the principles of Sustainable Development Goal 4 (SDG 4: Quality Education). The curriculum is designed to move beyond rote memorization, fostering critical thinking and problem-solving skills essential for real-world application and lifelong learning.

Curriculum Framework and Pedagogical Approach

Shifting to a Problem-Based Model for Deeper Learning

The IM curriculum marks a significant pedagogical shift from traditional direct instruction to a problem-based learning structure. This approach directly supports SDG Target 4.1, which aims to ensure effective and relevant learning outcomes. By empowering students to actively think and problem-solve, the curriculum transforms their role from passive recipients of information to active participants in their education.

• Conceptual Exploration: Students engage with mathematical concepts throughout the lesson, with the core principles synthesized at the conclusion rather than presented at the outset.
• Focus on Understanding: The primary goal is for students to comprehend the underlying logic of mathematics, enabling them to apply reasoning to novel challenges. This fosters the advanced cognitive skills necessary for contributing to innovation and sustainable development (SDG 9).
• Collaborative Learning: The curriculum emphasizes the use of precise mathematical language and structured peer-to-peer discussion, promoting an inclusive and equitable classroom environment (SDG 4.5).

Classroom Implementation and Structure

A Structured Approach to Engagement and Assessment

The daily lesson format is structured to maximize student engagement and provide continuous feedback, ensuring progress toward quality educational benchmarks.

1. Entrance Task: A warm-up activity to begin the lesson.
2. Exploration Activities: Two distinct activities where students explore the mathematical concepts through hands-on work, partner discussions, games, and whiteboard exercises.
3. Cool-Down Task: A concluding activity designed to assess understanding of the lesson’s main idea and collect data on learning outcomes.

This methodology connects abstract concepts to tangible, real-world situations, such as using a Kool-Aid mixing exercise to understand proportional ratios. This practical application is fundamental to SDG Target 4.7, which calls for learners to acquire knowledge and skills for promoting sustainable development.

Preliminary Outcomes and Impact on SDGs

Observing Progress in Student Confidence and Skills

Initial observations indicate a positive impact on the learning environment and student outcomes. Teachers report a significant increase in student engagement, described as a “math buzz,” and have noted measurable growth in student confidence between the first and second unit assessments. This progress demonstrates the curriculum’s effectiveness in building foundational skills that are crucial for future employment and economic well-being (SDG 4.4 and SDG 8).

Future Outlook and Long-Term Commitment

Scaling the Initiative for District-Wide Impact

The transition to a problem-solving, conceptual curriculum represents a substantial adjustment for all stakeholders. However, it is a critical investment in our students’ long-term success and their capacity to address future challenges. As students adapt to this new learning structure, they will continue to develop the confidence and analytical skills required in the 21st century.

The district plans to expand this curriculum to additional math courses in the coming years, reinforcing its commitment to providing high-quality, equitable, and inclusive education for all students, in direct support of the Sustainable Development Goals.

Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   • The entire article is centered on improving the quality of education for middle school students. It describes the implementation of a new mathematics curriculum, “Illustrative Mathematics (IM),” which is explicitly designed to enhance learning quality.
   • The article states the curriculum’s goal is to “strengthen problem-solving skills,” help students “think critically,” and “apply math in real-world situations.” This directly aligns with the core mission of SDG 4, which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
   • The shift from “direct instruction” to a “problem-based learning structure” is a pedagogical change aimed at achieving a higher quality of education where students “truly understand math and why it works, not just memorize procedures.”

What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   • The article focuses on middle school students (grades 6–8), which is part of secondary education. The new curriculum is a direct effort to improve the quality of this education. The emphasis on developing skills like critical thinking and problem-solving points to achieving “relevant and effective learning outcomes,” moving beyond simple memorization.

2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   • The curriculum is designed to equip students with skills that are highly relevant for the future. The article mentions that IM “develops students’ skills, confidence, and ability to approach any new problem with understanding and flexibility.” These are crucial competencies for future employment and are described as “an important step for our students’ long-term success!”

3. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

   • The article is specifically about a mathematics curriculum, which directly addresses numeracy. The program’s goal is to help students “truly understand math,” which is a deeper level of numeracy than procedural memorization. By focusing on conceptual understanding and the use of “precise math language,” the curriculum aims to ensure students achieve a high level of proficiency in this area.

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Improvement in Student Assessment Scores and Confidence

   • The article provides a direct, albeit anecdotal, indicator of progress through assessments. A teacher notes, “We’ve taken two unit assessments, and seeing their confidence grow from the first assessment to the second assessment has been amazing.” This implies that tracking performance on unit assessments and observing student confidence are key metrics for success.

2. Data from In-Class Tasks

   • The article mentions a specific classroom activity used for measurement: “a closing task, called a cool-down, that helps us collect data and finalize the big idea that we’ve learned from the lesson.” This “cool-down” serves as a regular, informal indicator to gauge students’ understanding of mathematical concepts on a lesson-by-lesson basis.

3. Demonstrated Application of Skills

   • Progress is measured by observing students’ ability to apply their knowledge. The curriculum aims for students to “think independently and apply their reasoning to new situations.” Teachers measure this by “watch[ing] students, and listen[ing] as they share ideas,” and observing the “ah-ha moments in class as middle schoolers explore different ways to approach the same problem.” This observational data serves as an indicator of developing problem-solving skills.

SDGs, Targets, and Indicators Analysis

Source: waukeeschools.org