Math

The Middle School Math Department educates our students in mathematical skills, concepts, analytical thinking, and problem-solving. We do this in a progressive framework: instruction centers on student engagement, the program matches the needs of each student, and we prepare our students for further studies in higher level mathematics. We want our students to ultimately bring mathematical insight to problem solving in a manner which helps make them more “competent to change their environment in greater conformity with moral ideas,” as Felix Adler famously said. 

We are committed to developing students who are independently able to:

• Develop fluency in basic computational skills

• Develop a dual understanding of mathematical concepts and procedural algorithms

• Develop logical and critical-thinking skills to solve problems, including those where no obvious path is apparent

• Communicate clearly and accurately about quantities, relationships, and unknown values through the use of signs, symbols, models, graphs, and mathematical terms

• Recognize patterns and make connections among mathematical ideas

• Transition from concrete to abstract thinking in an age-appropriate manner

• Apply and recognize mathematical knowledge to real world situations beyond the classroom 

Because our School is committed to academic excellence, progressive education, and ethical learning, our instructional methods  include:

• Direct instruction by teachers

• Small and large group work

• Student-centered and student-driven projects, which, when appropriate, connect with student interests and social and ethical issues

• Individual homework and classroom assignments

• Student-centered classroom discussion

• Integration of technology as a teaching and learning tool

• Puzzles, games, and contests

• Opportunities for a small number of 7th and 8th Grade students to be placed into a class that covers material in a more conceptual manner. This class is for students who are ready to work at a more abstract level and who are able to be challenged with integrating multiple strands of algebra to non-specified questions and exercises.

• Problems that have multiple entry points, differentiated instruction, and complex tasks that instruct students how to integrate skills and concepts to novel problems

• Opportunities to reflect on and learn from mistakes and misunderstandings