More Than Math
4/10/2021
Put yourself back into your middle school math class. What do you remember? I remember doing a lot of worksheets—repetitive problems that became a burden rather than an exploration. I remember wondering which concepts I would use when I “grew up”. I remember class consisting of my teachers (as wonderful as they were) doing most of the talking and each student doing individual practice on our own. I wish we could have one of PNA’s signature “Parent Lunches” so we could invite you into our current middle school math classes. If your memories are anything like mine, you’d be pleasantly surprised at what you saw. First, we recognize that students' ages do not always match their mathematical abilities. We group students based on proficiency; this year, our 5th and 6th graders are at a range of levels. We have some students in Bridges 5 taught by head of school, Laurie Hoefer. Some students are taking Core Connections 1 with our 7/8 teacher, Sarah Mariner. I have the privilege of teaching Core Connections 2. While Bridges (our elementary curriculum) and CPM (our middle school curriculum) are different, they have many shared practices and goals. Students work in groups, verbalize their thinking, learn real-life applicable skills, use math manipulatives to create visual representations, and have appropriate in-class and homework problems that challenge and support their developing mathematical brains. We teach the why and the how behind mathematical concepts, not just tricks on how to find answers. We allow students to explore their own ways of solving problems. "Cole's Method" and "Elias's way" make students feel heard and capable. By encouraging this sort of discovery, students see math class more like a puzzle and less of a chore. Students are using their hands and bodies to see how math jumps off the page. Students take active roles in our math classes. Much of the time, the best math students are students who are willing to make mistakes; at PNA, we encourage students to have growth mindsets. When students believe that they have the capacity and potential to learn, they will. “Good math students” and “bad math students” don't exist. Students' success, in math class especially, comes down to our learning environment and their mindsets. To explore our math curricula further, please click on the corresponding buttons below.
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Elizabeth FerryMs. Ferry's experiences include teaching with the Peace Corps in Tanzania, teaching high school English in Maine, and this is her second year at PNA. She loves moose, outdoor activities, and being with her students. Archives
April 2021
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