Garnet Valley Math Updates
“IM Math is a problem-based core curriculum rooted in content and practice standards to foster learning and achievement for all. ”
Garnet Valley’s K-8 grade level and 6th grade accelerated math classes utilize Illustrative Mathematics (IM) as a core curriculum resource and will follow the Illustrative Mathematics scope and sequence. To learn more about Illustrative Mathematics, please click HERE to visit their webpage and access student and parent resources. To explore Ed Reports independent evaluation of the IM mathematics program please click HERE.
Recording of the Elementary Math Parent Webinar
January 2022
Recording of the Elementary Math Parent Webinar
February 2021
“It’s impossible to look at any classroom and pretend that each and every student is alike. Instead, focus on the differences that exist, value the diversity , and allow each student the opportunity to shine.”
The math workshop model of instruction values student diversity by providing educational opportunities that are open to different approaches and strategies for exploring math. Students will experience a blend of whole-class, group, and individual instruction that is tailored to learning styles and student interests. In an article published by the National Council of Teachers of Mathematics (NCTM), differentiated instruction requires students to, “...express themselves in what they learn, how they learn it, and how they demonstrate their understanding.” Garnet Valley math classrooms will use collaborative learning activities and foster classroom communities where students value the unique contributions of every individual to better understand the beauty and usefulness of mathematics. To learn more, HERE is an article written by NCTM on differentiated learning.
“Math Workshop provides a step-by-step approach to building a classroom environment intentionally organized to support all students in developing and understanding mathematics.”
A common question we receive from parents is, how do we plan on meeting the needs of all students in a mixed-ability classroom? Differentiation is the process of tailoring instruction to meet individual student’s needs. To differentiate our math classrooms, we have adopted the math workshop model of instructional delivery. Math workshop allows all students to engage in math content through tasks, open-ended problem solving, small-group instruction, student choice, and time for practice. In the math workshop model, students have access to guided support when needed as well as enrichment opportunities as concepts are mastered. If you would like to learn more about the math workshop model of teaching, we recommend reading Math Workshop by Jennifer Lempp which can be purchased HERE.
One of the goals of our new curriculum is for students to experience and appreciate the beauty and usefulness of math in their everyday lives. Procedural knowledge will be connected to conceptual understanding in ways that require students to explore, make sense, and state claims supported with evidence about their mathematical understanding. Incorporating more data science into our math classrooms is an effective way to achieve this goal. At a recent Stanford summit dedicated to exploring data science in mathematics participants stated that, “Working with real-world data could be a way to draw (in) students who might otherwise be disinterested or daunted by mathematics.”
For example, take a look at the following image. What do you notice? What do you wonder? What conclusions can you draw? What is your evidence?
Do you have a deck of cards or dice at home?! Below are a few ways to practice fact fluency with games for siblings, friends, and families. Students will get lost in the fun while increasing their stamina and pace with fact fluency.
In addition, presenting mathematical puzzles is another fun way to engage children in mathematical thinking. To learn more about how you can enrich your child’s math experience and make math fun read, “Twelve Steps to Increase Your Child’s Math Achievement and Make Math Fun”. In the meantime, below is a math puzzle for you to try (How many different ways can you solve this puzzle?) If you like this puzzle, try more at DobsMath!
“Always praise mistakes and say that you are really pleased that your child is making them.”
We were so happy to share information about our elementary math program in our parent webinars this week. If you were unable to attend, you can watch a recording of the webinar (32:50) at the top of the page.
One of the common questions we receive from parents is, “How can I get my child excited about learning math?” There are many ways to enrich your child’s mathematical mind at home. Research suggests that playing games like Yahtzee are some of the best ways to work with your child on math fact practice. In addition, presenting mathematical puzzles is another fun way to engage children in mathematical thinking. To learn more about how you can enrich your child’s math experience and make math fun read, “Twelve Steps to Increase Your Child’s Math Achievement and Make Math Fun”. In the meantime, here is a math puzzle for you to try (How many different ways can you solve this puzzle?):
“The way parents respond to failure and setback is one of the most important factors in how children develop a fixed mindset response.”
The importance of establishing a growth mindset with our students to maximize their achievement and growth has been a common theme in each math update. It is important to understand that parents play a vital role in establishing a growth mindset with their children. Research shows that a parent’s view of failure directly influences the ability of children to embrace a growth mindset. The following graphic provides parents with some ways they can help foster a growth mindset with their children at home:
To learn more, click HERE for an article about “Parenting with a Growth Mindset” published by the Growth Mindset Institute. Additionally, you can click HERE for an article published by the Association for Psychological Science that presents one study on how parents’ view of failure shapes children’s’ mindsets.
** We will be holding two informational parent webinars. Please click the link below to register to attend. Once you register, you will get an email with the Zoom link. **
February 11th at 6:00 pm: https://zoom.us/webinar/register/WN_Bv5v7AKKQV2eIVVOAZXgdA
February 16th at 7:00 pm: https://zoom.us/webinar/register/WN_ygxVJFXGRaKhEFd95xw32g
“Promoting a growth mindset early is an essential step in maximizing a student’s potential and can actually improve a student’s intelligence over time.”
One of our guiding principles as a district is that every student needs to grow and progress as a learner. We must foster and promote a growth mindset to unlock our students’ academic potential and intelligence. One of the biggest barriers to establishing a growth mindset is grouping students by ability level. This is commonly referred to as leveling students. Starting next year, our elementary students in grades 3-5 will no longer be grouped by ability level.
Students who are leveled quickly develop the perception that they are either “good” at math or “bad” at math. This belief persists as students move into higher education and result in students not taking risks or unlocking their true math potential. In addition, students in the highest level of maths begin to believe that speed and computation are what define good math students rather than conceptual understanding. (Click HERE to hear a student’s perspective.) This leads to students dropping out of our highest level math courses at the high school as soon as they experience struggle. Furthermore, we have a gross underrepresentation of students pursuing math and science degrees in college.
To learn more about the negative effects of leveling our elementary students and the growth all students can make when placed in mixed ability classes click HERE and read the case study of Railside Elementary School.
** We will be holding informational parent webinars on February 11th at 6:00 pm and February 16th at 7:00 pm. Information on how to register will be coming out in an email next week. **
“Students are often good at answering the first layer of a problem in the United States, but as soon as students have to go deeper and answer the more complex part of a problem, they have difficulties.”
There are common misunderstandings about the role acceleration and enrichment should play in elementary math programming. Acceleration is when teachers work through content at a faster pace with the goal of covering more concepts than expected in a given year. Enrichment is diving deeper into concepts and expecting students to connect their understanding to real-world applications and develop complex problem-solving skills.
The reliance on elementary acceleration models in math education has created long term challenges for our students. Many students struggle to develop the conceptual understanding needed to be successful in higher-level high school math courses because an emphasis has been placed on moving through content quickly. This has led to fewer students taking high-level math courses in high school and fewer students pursuing degrees in math and science.
The research indicates that promoting an enrichment model at the elementary level will maximize the chance that students will be successful in higher-level math courses at the secondary level. Moving forward, Garnet Valley will provide enrichment over acceleration for our elementary students. Starting in middle school, we will provide opportunities for acceleration with pathways that allow our students access to the highest level math courses currently offered in Garnet Valley.
If you would like to learn more about the differences between acceleration and enrichment, including examples of how enrichment may be utilized in the classroom, please click HERE.
“Love challenges, be intrigued by mistakes, enjoy effort, and keep on learning”
Research out of Stanford University, the National Council of Teachers of Mathematics, and brain-based studies are clear: promoting a growth mindset early is an essential step in maximizing a student’s potential and can improve a student’s intelligence over time. It is a common misconception that learning math occurs in a linear path in which students master one concept after the next. The truth is, students are constantly building complex connections between what they learn in class and what they experience in the world around them. We must foster and encourage this type of thinking with our students so that they can master the conceptual understanding needed to succeed in higher-level math later in life. A math class that embraces a growth mindset will have students:
solve math problems in multiple ways
explain their reasoning
collaborate to gain understanding
use tools and manipulatives to model math problems
dive deeper into concepts
““There are two versions of math in the lives of many Americans: the strange and boring subject that they encountered in classrooms and an interesting set of ideas that is the math of the world and is curiously different and surprisingly engaging. Our task is to introduce this second version to today’s students, get them excited about math, and prepare them for the future.””
Each week, we will be providing an update on how Garnet Valley is evolving its math programming and structures to better align with current research on how best to prepare students to be excellent problem solvers. While always keeping our beliefs, mission, and vision in mind, we seek to cultivate a growth mindset in our students to instill the belief that all of them can be successful mathematicians.
The changes happening in our elementary math classrooms are based on research from Stanford University and the National Council of Teachers of Mathematics. If you are interested in learning more about this research, we recommend Jo Boaler’s book Mathematical Mindsets (Click HERE for the Amazon link). In addition, author and educational expert Dr. Dan Finkel gave a TED talk about the importance of adding critical thinking into our math classrooms and the power of expanding a student’s problem-solving ability. Click HERE to watch Dan’s TED talk. Watch for more information in the coming months about changes and updates to Garnet Valley mathematics.