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The math units are focused in such a way to allow a student
to informally explore numbers and number patterns. A student
is then able to make a connection and communicate an understanding
at a personal level. After making a meaningful connection, the
student is introduced to the algorithm.
(3rd Grade Teacher)
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One of the many positives that I have seen develop as a result
of our focused mathematics curriculum is that as the students
are constructing their own way of solving a problem, they look
for more than one to solve that problem. They are becoming deeper
thinkers. I feel, therefore, that they have a deeper understanding
of the mathematical concepts. They discuss their strategies
and learn from each other.
(4th Grade Teacher)
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While we were doing our array displays and the children were
comparing them, one child commented that some numbers only had
one array. I had a child put a flourescent post it note on those
numbers. I said that those numbers have a special name. One
of my boys yelled, "Prime Numbers" (he had learned that in enrichment
math in third grade.) And then he said, "Last year I learned
the definition, but now I understand it!" A light bulb had turned
on. That made my week!
(4th Grade Teacher)
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Here's what I've seen that has made me a convert: ALL of my
students, those at the top, middle, and low end of ability,
have latched on to the meaning and reality of numbers. Math
has been opened up. It's no longer synonymous with the memorization
of "steps" or "facts." Instead, there's meaning behind numbers
and what we're doing with them. I find myself using the new
way of thinking math, and I don't get a knot in my stomach when
I have to do 2-digit multiplication mentally. If it's working
on a grown-up, it's doing wonders for young minds. If we (i.e.,
parents, teachers, the community) have the patience to stick
with the changes, to see the result of younger students' experiences
with it as they rise through the grades, I predict that we'll
have some exciting results.
(4th Grade Teacher)
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