The study of mathematics is, and always has been, a vital part of education. Today’s increased focus on STEM (Science, Technoogy, Engineering and Math) learning emphasizes its importance.
As I write this Thursday Mail letter, all four of our Middle School Math teachers are attending the annual meeting of the National Council of Teachers of Mathematics (NCTM) — the world’s largest professional organization dedicated to improving mathematics education for all students. NCTM has been on the leading edge of math education for years, and are proponents of the kind of math education that we try to implement. We aspire to their promotion of:
- Conceptual understanding
- Mathematical reasoning
- Skill fluency
In line with NCTM’s philosophy, the math curriculum we use in Lower School emphasizes conceptual understanding and mathematical reasoning. Understanding the IDEAS of numbers and what they represent, understanding the relationship between numbers, seeing patterns in numbers, being able to manipulate numbers and understand the mathematical CONCEPTS to THINK through a problem (as opposed to memorization of routines or plowing through step-by-step procedures without the understanding of WHY) are some our math education goals.
To illustrate these philosophical goals, here are three examples of conceptual math learning:
1. 
For our youngest learners, we want them to understand that the 1 in 12 MEANS 10. We promote this understanding by providing many opportunities putting together groups of 10s and relating those groupings to numerals as they develop their conceptual understanding of what each numeral represents.
2. For our intermediate level learners, we want them to understand that ½ of ½ is ¼ by being able to visualize the relationship. We promote this understanding by providing opportunities to play with fractional tiles of various colors and sizes, thus allowing the students to SEE and KNOW what it means before they follow the multiplication of fraction “rules.”
3. For our oldest learners, we want them to understand that the solution set of y = 2x + 1, when graphed, IS a line. We want them to KNOW that VISUALLY and understand the relationship between the set of numbers which makes this math sentence true and the PICTURE of that solution set on the Cartesian Coordinate system!
If we provide our students with a solid conceptual understanding in mathematics, we will not only be developing good thinking skills, but we will be poising them well for their future!
United in that aspect of our mission which inspires us to launch our students into high school and into life as good thinkers,
Maureen Glavin, rscj
