How High-Quality Math Instruction Is a Game Changer

As a high school algebra teacher now in my second year using Illustrative Math (IM)—one of the key curricula for NYC Solves—I’ve experienced firsthand how high-quality instructional materials can transform teaching and learning.

Making Math Real and Relevant

What first stood out to me about Illustrative Math is how grounded it is in the real world. Unlike some abstract, dry math curricula I’ve used in the past, IM lessons consistently connect concepts to everyday life. That shift alone has made a huge difference.

Take our unit on volume and surface area. Instead of just memorizing formulas, students cut, folded, and manipulated paper shapes to explore why the formulas work. In our lesson on exponential functions, we explored the concept of half-life through fossils and radioactive decay—real-world applications that helped students see the relevance of what they were learning. The classic question—“When are we going to use this in the real world?”—has become a lot less common in my classroom.

Growing With the Curriculum

Like any teacher new to a curriculum, I had a learning curve my first year with IM. I tried to do every warm-up, every activity, every synthesis, and it was overwhelming. But with professional development and time, I learned how to navigate the structure more effectively—focusing on a core progression: warm-up, one key activity, lesson synthesis, and cooldown. That structure has made my lessons tighter, more focused, and more impactful.

My confidence in the curriculum has grown alongside my experience. I’ve found that IM doesn’t just support students—it pushes teachers to become more intentional and strategic in our instruction.

Tech Integration and Tutoring Support

What’s also made a huge difference is how my school is building on the curriculum with complementary tools. For example, we now use a program called EDIA, which embeds IM and lets me assign adaptive homework powered by AI. It’s like giving each student a private tutor at home. The result? Stronger reinforcement of what we’re doing in class and better outcomes.

Real Talk: The Transition Takes Work

I won’t sugarcoat it—the transition to IM isn’t easy. It offers a wealth of tools and information, and it can be overwhelming at first. To be successful, teachers need to dig in and do the work. That means going through every activity, every problem, every assessment. But when you put in the time, students respond. They rise to meet your expectations—and that makes the effort worth it.

There are also challenges aligning with the Regents exams. While there’s been real progress—two Regents-style questions are now embedded in every assessment—there’s still work to do to ensure tighter integration. But I see this as an opportunity, not a dealbreaker.

Looking Ahead With Optimism

Here’s why I’m hopeful: this curriculum gets better with time. Just like it takes years to build a successful restaurant, I believe it takes time to truly master and unlock the potential of a curriculum like IM. If a teacher hasn’t spent 3–5 years with it, they haven’t scratched the surface.

And if we expand high-quality math instruction across lower grade levels, it’ll make a major difference in high school. Students will come in with a stronger foundation and familiarity with the routines—like task cards and cooldowns—so we can focus more on content and less on catching up.

I hope I can use this curriculum for a long, long time. I know this works. What we need now is patience, consistency, and a shared commitment to giving both students and educators the time to grow into it.