Math

General Overview

Mathematics Vision for Stamford Public Schools

All SPS students will participate in a rigorous, standards-based mathematics program and will be prepared for college-level mathematics coursework and competition in the global workforce.

Guiding Principles

Higher-level mathematics for everyone
Learning mathematics by doing mathematics
Student-centered teaching and learning
Systematic, on-going job-embedded learning opportunities for teachers
High Quality Mathematics Learning and Instruction

Teachers will:

Project a belief that all students can successfully achieve in mathematics
Acknowledge divergent ideas of and multiple perspectives by students
Shift from a traditional approach to mathematics to a more student-centered approach
Receive ongoing, embedded content and instructional professional development
Identify and emphasize interdisciplinary connections
Provide assessment of and assessment for student learning
Infuse instructional technology to enhance instruction and learning

Students will:

Learn by doing through the use of manipulatives, interactive technology or other mathematics tools in the classroom
Work both individually and collaboratively with a partner or in a group
Be engaged in and actively do mathematics
Maintain mathematics journals
Be independent learners and thinkers
Use technology for learning

Traditional vs. Student-Centered Teaching and Learning of Mathematics

Traditional Math Instruction	Student-Centered Math Instruction
Students work individually	Students work in pairs and groups as well as individually
Students discuss only the answer to the problem	Students discuss mathematical ideas and processes to understand the “how” and “why” of mathematics
Students are shown one way to solve a problem (the algorithm)	Students use a variety of materials to develop their own mathematical understanding
Math problems and examples do not always relate to the real world or to the way students think about mathematics	There is a focus on making sense of the math and how it applies to real world situations
Procedural knowledge is emphasized	There is a balance between procedural and conceptual knowledge
Teacher leads, directs, or dictates	Teacher facilitates and guides
Some students are “good” at math and others just are not	All students are capable of succeeding in mathematics