Math

K-6 Philosophy

k 6math

Increasing the mathematical knowledge and competence for today’s school population requires bold initiatives. In Liverpool, we are using a hybrid approach to mathematics instruction by utilizing the best that My Math/Glencoe Math and Everyday Math have to offer. 

My Math/Glencoe is an approach to teaching mathematics that is built around the Common Core State Standards (CCSS). The program is organized around essential questions for focused content, and utilizes sequenced instruction to ensure student success. The Everyday Mathematics program, developed by the University of Chicago School Mathematics Project, encourages teachers and students to explore more of the spectrum of mathematical ideas through a deeper understanding of key mathematical concepts and an in-depth study of all the strands of mathematics.

Both programs focus on the Standards of Mathematical Practice by providing multiple experiences to build conceptual understanding, allowing for modeling, reasoning, and productive disposition activities and real-world problem-solving examples that required for success in today’s world.

The curriculum allows students to construct an understanding of mathematics from their own experience, and includes practical activities to build arithmetic skills that are essential for building number sense, estimation skills, and flexibility in a problem-rich environment. Important concepts or skills recur with variations throughout the curriculum, and concepts are introduced and revisited in a variety of formats providing considerable practice each time.

The focus is to have students recognize that there are many ways to accomplish a task, and to use the best tools and strategies for solving problems. This is done by establishing a framework for dialogue about mathematics between the teacher and students and among students themselves, thereby helping students to clarify and refine ideas and strategies in problem-solving.

Our program establishes high expectations for both students and teachers, respecting the student’s ability and desire to learn. It provides a rich context and accommodates a variety of learning styles that help children make the gradual transition from intuition and concrete operations to abstractions and symbol processing skills.