Why did Columbia Public Schools rewrite their curriculum objectives
and choose new mathematics instructional materials?
Every six years, all curricular areas engage in a formal program evaluation
process. The formal evaluation, a three-year process, is conducted by a
committee of parents, community members, and teachers. As a part of the
curriculum evaluation process, the elementary mathematics curriculum objectives
were revised to meet our current understanding of how children learn
mathematics, the expectations of our parents and community, and the demands of
our state assessment. Once the curriculum objectives were solidified and
approved by the Columbia Board of Education, the
curriculum committee evaluated instructional materials in order to identify the
ones that provided the best match to the curriculum objectives.
What mathematics will my child learn?
Research shows that understanding concepts (e.g., why a multiplication algorithm
produces correct results) and learning procedures go hand in
hand. The curriculum measurable learner objectives (MLOs) approved by the Board
of Education include memorization of math facts and standard algorithms. The new
materials were carefully evaluated for coverage of both conceptual and
procedural mathematics. Teachers are encouraged to use the materials to maximize
student learning.
A complete listing of the Board of Education approved curriculum objectives can be found on the Elementary Mathematics Curriculum Web page.
What changes should students, teachers, and parents see with the change in materials and curriculum objectives?
One of the biggest changes in the curriculum objectives is that students will spend 80% or more of their mathematics instructional time learning number and algebra. In order to devote the appropriate time to the concepts and skills for number and algebra, it may be that your child may not study geometry, measurement, or data analysis each year. However, during each child's elementary experience there will be ample time devoted to each of these content strands.
Also, parents will be able to access the student mathematics book on-line. The Web address for on-line access is www.pearsonsuccessnet.com. In mid- to late September, teachers will be sending home an informational sheet with directions and login information.
How will students transition from Investigations to enVisionMATH?
During this first year of implementation, we will attend to and
monitor student learning and transition to the new curricular expectations. We
do not anticipate students having a difficult time in this transition, but where
differences exist in the sequence of learning of concepts or skills between
the old and new programs, instruction will include the necessary prior
knowledge.
When do children learn their basic facts?
Knowing basic math facts is important. Having quick recall of basic single-digit
facts makes the more complicated computation easier. To see specific
expectations for students' mastery of basic facts and computation, please see the
Computational Plan. For strategies to help your child master the basic facts,
please see Fact Practice.
How can I help my child to succeed in math?
As important as it is to read to your child every day, it is equally as
important to notice mathematics in your daily life. It is all around you.
Playing board games provides opportunities to count, add, subtract, and/or
problem solve, all of which are important in your child's mathematical
development. Even for young students, looking at maps when you travel is
important. Talk about the distance you drive. If your child is old
enough, have him or her do the computation to calculate miles per gallon. Cooking provides a wonderful
opportunity for children to become aware of and use fractions and measurement.
When your child is doing homework, recognize the difference between the process of learning (being unsure
and thinking hard to figure something out) and
being frustrated. Thinking or grappling with an idea is an important part of the
learning process.
Often, the following questions can help you help your child over that unsure
feeling of trying something new. What have you tried so far? What is the
problem asking you to do? How many times have you read the problem? Can you tell
me what the problem says, in your own words? Can you draw a picture
(illustration/diagram) or act it out? It is very tempting
to take over and do the math thinking for your child; however, when that
happens, the child is no longer learning or thinking.
However, if your child becomes frustrated, it is best to stop and send a note to the teacher explaining when and how the frustration began with the homework assignment. Then follow up with the teacher when you see a change.
What if the math seems too easy for my child?
Every lesson has opportunities for extensions and enrichment. However, it is always best to communicate this observation to the classroom teacher. He or she will be able to adjust the work to meet the needs of the student. If the work seems too easy, encourage your child to think of another way to solve the problem--a faster way. Allow your child; encourage him or her to change the problem so that it is a challenge. You might also want to check out the Student Resources page on this Web site for Web links that may challenge your child.
What if the math seems too difficult for my child?
Work with your child's teacher to figure out where your child's strengths and weaknesses are. Then you can make a plan to help your child improve. Working together, you and your child's teacher can identify additional practice or prerequisite skills your child may need and resources to provide your child. Confidence is a major factor in learning. Make sure that you don't say to your child that math is too hard for him or her. Be encouraging.
What role do games play in helping my child learn math?
Games are often a fun way to practice skills being taught. They can also deepen understanding when a student thinks about strategies he or she can use to win.
What if my child doesn't understand a math concept or skill the first time?
Every lesson in enVisionMATH includes assessment opportunities for teachers to determine the level at which students have learned. Teachers use this information to determine if a student needs additional work with the skill or concept, or if a student is ready for independent practice or enrichment.
Also, generally, this may not be the last time that the concept/skill will be presented. Often the concept will come back into the classroom at another time, possibly in a different context that makes sense to your child or with more difficult problems. Different children have different developmental levels. When the concept or skill is presented in a later lesson, your child's development level has grown and he or she may be ready to understand the concept. It is important, however, that you discuss these concerns with your child's teacher.
When will the electronic access to the student book be available to teachers and parents?
Due to technical difficulties, the electronic access may not be available until October. After this year, the electronic access should be available at the beginning of each school year.