Mathematics Matters

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Engaging our students in critical thinking, discussions, and hands-on learning are all key components of our mathematics program. Teaching students to memorize math facts and standard algorithms is crucial, but it is not enough. They must also have a solid grasp of what numbers represent, how to manipulate them, and an understanding of why the algorithms work. The following central aspects of reaching our mathematics goals are consistent in all of our K-8 classes:

A Focus On Process As Well As The Answer

Getting the right answer is important, but of equal importance is the students’ reasoning process. Beginning in Gan Nitzan (Kindergarten), students are taught how to show their work and are expected to do so on a regular basis. Whether the displayed work is a group of tally marks as a Kindergartener might show, or a complex and organized chart as a middle schooler might create, both the process of documenting their thinking and the actual product are essential. This enables the students to check their math, and it allows the teachers to assess what the students understand, as well as to uncover areas of challenge.

Teaching Multiple Ways To Solve A Problem

We intentionally teach the students multiple ways to access mathematical concepts and to solve problems, allowing each to choose the strategy that works best for their way of thinking. For example, one second grade student may choose to solve the problem 64 + 38 by adding the tens together (60 + 30), then the ones (4 + 8), and then finding the total sum of those parts (90+12 = 102), while another student may choose the traditional algorithm. Having multiple ways to solve a problem also provides students with a way to check their work. As students advance, we ensure that they consolidate their understanding of how to choose an efficient strategy.

Math Discussions

Engaging in discussion plays a central role in the students’ mathematical learning. Students are able to strengthen their understanding of a new concept by having to explain their thinking and approach, listening to their peers, and asking questions. These discussions both support students’ learning and signal to teachers what the students understand and what needs reinforcement.

HANDS-ON MANIPULATIVES

Students learn through doing, and the use of hands-on manipulatives help students understand mathematical concepts and skills. Manipulatives allow students to visualize what is happening with numbers, to see patterns, and to test and prove their ideas. It also makes math learning both engaging and concrete.

Differentiated Instruction

Our teachers strive to differentiate their lessons and teaching. In the Lower School, this often takes the form of math centers, where teachers work with small groups of students to meet them where they are in their learning. This may include reteaching material, providing extra practice, previewing concepts, or facilitating extension work. There are also extension groups in grades K-5 which are flexible in their grouping according to the data collected from unit pre-assessments. In grades 6-8, math classes are leveled to meet the needs of all students.

There are many components to our mathematical teaching approach at JCDS, all of which work to support the students’ understanding of mathematical language and the world. Of course, we strive to make math exciting for the students and to reinforce the idea that we are ALL mathematicians. As our lovely first graders recite on a daily basis, “Math is everything!”