Tara Heikila, Salem, OR, tara.heikila@abiquaacademy.org
As a CPM math teacher and tutor, I can instantly spot a student who has been taught with the CPM curriculum. These students do not expect “sit and get” or wait for a special formula. Instead they are more open to begin math conversations to find their point of misunderstanding.
Thank you for telling the stories.
From the Line Factory, to Lenny and George’s rabbits, to the friends who solve problems two different ways and we need to help decide who is correct, and the countless other stories that get our students talking about math.
Thank you for creating a vivid toolbox that students can access when conquering new problems.
Being a math tutor for students who are taught with multiple math curriculums, it is easy to see the foundation of mathematical learning that has occured with CPM students who are seeking additional help in math. Sure, all students begin tutoring by acting shy and quiet about where we should begin. However, CPM students are not afraid to talk about the math. I believe this is because CPM teachers give students mathematical stories to discover and build their learning. As a tutor, I can continue the process of asking questions to push their discoveries and have them continue the adventure of their mathematical story.
Thank you for taking time to set up and create productive math teams in your classroom.
The roles you create continue with your students beyond your classroom. Tutoring students with a strong foundation of good teamwork are familiar with critiquing the reasoning of others. This breaks down the “I don’t know” barrier, and I can more easily assist the growth of learning that has already begun in class. In tutoring, I had just become another math team member to work with for the hour. I am not seen as the keeper of the math knowledge, instead I am seen as one part of the team working towards understanding.
Thank you for your hard work.
I am always so happy to help your CPM students continue their story of learning. The unending work that it takes to defeat the “I’m terrible at math!” mindset and create students that are inquisitive problem solvers does not go unnoticed.