saxon math ; School officials favor compromise on math programs
The days of an abacus to help children learn math may be over.
But New Milford parents, teachers and administrators agree a traditional approach is better to teach basic math principles in the early grades.
This year the school district piloted two new programs as well as continuing with the decade-old Everyday Math program. They polled parents and teachers to determine what worked best.
On Tuesday night, with an audience of about 25 New Milford teachers, parents, principals and administrators on hand, the Board of Education’s Committee on Learning voted unanimously to recommend to the full school board in June that the district adopt for next year what is essentially a compromise approach.
In kindergarten through second grade, teachers will use the Saxon Math materials in an effort to meet the district’s math goals.
In third grade, teachers will mix and match the Saxon and Everyday Math programs.
Between fourth and sixth grades, teachers will have a choice of programs depending on what students require.
Assistant Schools Superintendent Tom Mulvihill explained that the Everyday Math program has been successful in helping children achieve higher-level math skills.
Its major weakness, he said, was related more to students’ early mastery of math facts and a lack of sequence for students who needed more repetition in learning a new concept.
High school students over the course of the last several years, however, have excelled in math, with 80 percent of the 40 or 50 students who take AP calculus earning top level test scores on placement tests. On both state and national levels, those figures are less than 20 percent.
In addition, Mr. Mulvihill said, while it might have once been that only 20 or so students would take an advanced placement calculus class, those figures are now more than double. So the Everyday Math program has contributed to students’ math success.
Board member David A. Lawson, a prime mover behind seeking a change in math programs, applauded the parents, teachers and administrators for their diligence in seeking an acceptable solution meant to improve math education for all students.
“It was a tremendous undertaking and something to be proud of,’’ Mr. Lawson said.
Fellow board member Julie Turk favored finding a single, traditional program but said she was willing to accept merging the two if it meant meeting state-mandated curriculum goals.
Board member Larry Stillman said he appreciates that there is now a program tailored to the needs of New Milford and added, “I don’t think you can ask for anything better than that.’’
By Nanci G. Hutson
But New Milford parents, teachers and administrators agree a traditional approach is better to teach basic math principles in the early grades.
This year the school district piloted two new programs as well as continuing with the decade-old Everyday Math program. They polled parents and teachers to determine what worked best.
On Tuesday night, with an audience of about 25 New Milford teachers, parents, principals and administrators on hand, the Board of Education’s Committee on Learning voted unanimously to recommend to the full school board in June that the district adopt for next year what is essentially a compromise approach.
In kindergarten through second grade, teachers will use the Saxon Math materials in an effort to meet the district’s math goals.
In third grade, teachers will mix and match the Saxon and Everyday Math programs.
Between fourth and sixth grades, teachers will have a choice of programs depending on what students require.
Assistant Schools Superintendent Tom Mulvihill explained that the Everyday Math program has been successful in helping children achieve higher-level math skills.
Its major weakness, he said, was related more to students’ early mastery of math facts and a lack of sequence for students who needed more repetition in learning a new concept.
High school students over the course of the last several years, however, have excelled in math, with 80 percent of the 40 or 50 students who take AP calculus earning top level test scores on placement tests. On both state and national levels, those figures are less than 20 percent.
In addition, Mr. Mulvihill said, while it might have once been that only 20 or so students would take an advanced placement calculus class, those figures are now more than double. So the Everyday Math program has contributed to students’ math success.
Board member David A. Lawson, a prime mover behind seeking a change in math programs, applauded the parents, teachers and administrators for their diligence in seeking an acceptable solution meant to improve math education for all students.
“It was a tremendous undertaking and something to be proud of,’’ Mr. Lawson said.
Fellow board member Julie Turk favored finding a single, traditional program but said she was willing to accept merging the two if it meant meeting state-mandated curriculum goals.
Board member Larry Stillman said he appreciates that there is now a program tailored to the needs of New Milford and added, “I don’t think you can ask for anything better than that.’’
By Nanci G. Hutson
0 Comments:
Post a Comment
<< Home