In District 181, we believe a high-quality mathematics curriculum engages students with a balanced approach to developing conceptual understandings, procedural knowledge, building fluency, and applying knowledge to real-world problems.

We believe:

• Number sense is the foundation for mathematical proficiency. Students must develop a strong understanding of how numbers are formed and related.
• Learners build new knowledge by making connections to their previous experiences.
• Learning occurs when students explore ideas, discover patterns, and find logical order using a variety of tools.
• A community of learners must discuss, explain, and justify solutions to develop conceptual understandings.
• All learners must engage in meaningful tasks and persevere in finding solutions.
• All students can learn mathematics when engaged in a responsive, supported curriculum.

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.” - http://www.corestandards.org/Math/Practice/

• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning

Learning occurs through the process of solving a problem and trying multiple approaches to solve it. With that understanding, parents can support the development of perseverance by praising the child’s effort, not only praising the child for arriving at the correct answer. For example, instead of telling a child, “You must be really smart because you got the right answer,” the parent can say, “I can tell you worked hard on that problem. Tell me your thinking. How did you arrive at that answer?” Parents are also encouraged to consider providing less direct assistance, letting the child work through his/her challenges, perhaps encouraging him/her to try a different approach, or take a break and come back to the problem. If the student is struggling with math homework, it is okay if the student does not necessarily get the right answer. The purpose of homework is to allow students to independently apply the knowledge and skills learned in the classroom. Parents are encouraged to write a note to the teacher sharing that the student worked hard but found difficulty with aspects of the assignment to help facilitate a positive home-school relationship.

Mathematics instruction prepares elementary and middle school students to master the applicable Common Core State Standards, regardless of grade level or resources used. Mastery of content in the standards helps to ensure a successful transition from fifth grade to sixth grade. Further, multiple data points are used to determine a student’s placement in an appropriate middle school math course. District 181 staff work collaboratively to continually review student data to ensure that instruction is meeting student needs.