This past Thursday, we were excited to host our first on-campus parent information session in several years. Our topic was the MS Mathematics program with particular focus on our Grade 6 class. We also shared information regarding the math pathways in MS and onto HS at ISB. Math teachers David Waters & Jen Du Bois, along with support co-teacher Amarit Marwaha, VP Cindy Plantecoste, and Dennis Harter presented on this topic.
We appreciate the parents who attended the session and the questions that they brought to our attention. We were pleased that we were able to share the thinking and highlight the research points that informed our decisions and plan around grade 6 math and the middle school math program as a whole.
While we have shared the slides from the presentation below, it is important to note that each point was accompanied with talking points, further expansion on ideas, and in-depth explanation of examples and experience with these changes. Some of the dialogue is summarized in the content of this article, but it is not a complete transcript of the presentation. As always, please contact your child’s teacher if you want to know more about their experience in math class.
We shared how and why our mathematics program may look different than the learning experiences of the parents. Current research and best practice emphasize the importance of developing conceptual understanding in mathematics, rather than memorization of algorithms. When students (and people, in general) understand “why” mathematical relationships or systems work, then they are able to problem solve and synthesize even when an algorithm may have been forgotten or several are required in a new situation. We emphasize a problem-based learning environment so that students communicate, collaborate, and justify their mathematical thinking and solutions. In our presentation to parents, we shared examples of what that looks like in classrooms.
We also shared the reasons and process behind our decision to have a single Math 6 course for all grade 6 students, rather than separate Core and Extended classes. Recognizing many of the pitfalls of “tracked” classes, we felt that having ES teachers placing students on a track so early in their schooling did more damage to learners than good. Additionally, research indicates that students in mixed ability classes perform higher than tracked ones. While our current program still has a “split” in G7, we implemented a mixed level class in G6 to allow for developmental differences. We differentiate within the class using unit specific pre-assessments (add s to assessment?) to ensure students are challenged and exposed to extended material based on demonstrated readiness. We do this by topic and unit now, rather than excluding students from all extended material by virtue of an initial placement.
The pathways shared require a lot more unpacking and explanation, but the diagrams in the slideshow give a general overview of the MS/HS program. Most importantly, we shared that it is critical for middle school math students to have a solid foundation in mathematics, strong conceptual understanding of ideas, and confidence in their skills and capability. We caution against forcing acceleration if students are not ready for the challenge, because they frequently end up playing catch up and thus missing foundational instruction that they may need. As we shared in the presentation, most students end up in the same courses at the end of HS. We do students a disservice when they’ve been accelerated too quickly and then find that they lack the solid foundation (and confidence) that they would have acquired had they stayed on the Core path. While there are students who need to be on an extended path and challenged extensively, even many of these students choose to study Mathematics at the IB Standard Level (SL). When students who should be in the Core program prematurely accelerate to Extended, they miss key math understandings and learning opportunities and often make the same resulting choice to take Math SL at the end of high school.
Finally, in our presentation we shared some ways that parents can support children’s development of mathematical thinking and enjoyment at home. Links within the presentation connect to resources that make math challenging and fun, requiring synthesis of knowledge and skills, out-of-the-box thinking, and conceptual connections. Over-practice of algorithms and skills has not proven to grow understanding or problem solving.
Here are the slides from the presentation:
As shared, we were excited to have parents on campus for this information session. We continue to appreciate parent ideas for topics that you would like us to cover.