Today is day two of our blog series all about academics.
Mathematics is at the heart of a spirited national conversation of late. Anyone who engages in the topic of parenting, kids, and schools on social media has undoubtedly seen otherwise simple arithmetic problems morph into political debates about the content and methods scholars should learn.
The discourse is lively, and there’s one sentiment that tends to surface with frequency: I didn’t learn it this way, and I turned out fine.
For some, that is accurate. However, there is a tremendous amount of work to be done when it comes to closing the scientific and high-tech job gap. The education many of us received in the 70s, 80s, and 90s is not the education that will drive our scholars and national economy in years to come.
We at BVP believe that, in order to be competitive in a growing and increasingly inter-connected world, all scholars must possess a strong understanding of mathematics, including the ability to reason logically, attack problems from multiple directions, and solve problems out of context.
Nationally, we are not currently meeting this goal. According to Achieve, Inc., an American 8th grader who successfully meets expectations will end the year two years behind his or her peers in other countries. One reason underlying our country’s low results is the lack of coherence in our math curricula. Instead of focusing on a core set of ideas, American schools have historically created endless lists of skills and topics we want scholars to master. This approach can be referred to as going, “a mile wide, an inch deep.”
We are preparing all scholars for at least one Advanced Placement (AP) mathematics class–calculus or statistics–by the point of graduation from Blackstone Valley Prep. We firmly believe that a strong mathematical foundation serves all scholars on their path to college regardless of their career aspirations.
At Blackstone Valley Prep, the following pillars drive our mathematics classrooms:
It is no longer good enough to only solve problems. The length of time a scholar takes to solve a problem is equally important. This is especially true of simple mathematical operations that scholars are expected to complete from memory. We set goals around speed at each grade level, and lessons continuously reinforce the importance of completing work with urgency. All scholars are expected to spend 2,000 minutes annually practicing basic facts outside of the mathematics classroom. (Note: we’ll talk more about how time–what we do with all that extra time, and how it still isn’t enough–in an upcoming entry. Follow the blog to get it first!)
Accuracy and process matter; it isn’t enough to have the right answer. Scholars have to be able to defend their pathway to that answer.
3. Multiple Paths
We are always pushing our scholars to be critical thinkers. As a result, scholars are regularly expected to solve problems more than one way as part of their mathematical development. Scholars compare different methods and determine which one is the best way to solve a problem, focusing on efficiency and reliability of the method.
4. Intentional Struggle
Scholars are too often given all of the tools to solve problems up front, being told by the teacher how to solve a problem and what strategy to use. We intentionally allow our scholars to struggle with problems (the good kind of struggle, not the overwhelming kind). This allows our scholars to develop all of the skills necessary to solve unfamiliar problems and tackle higher-level mathematics, and it reinforces our value of perseverance.
5. Real World Application
We all remember the word problems that focused on the shadow cast by a tree, or trains leaving stations, or someone buying 489 apples. As much as they aspired to real world application, they fell a bit short. We aim to improve upon that.
All skills must be connected to tasks or scenarios in the world. Skills are combined together to solve single, multi-step problems that involve drawing on knowledge from other contents in addition to mathematics. Scholars are expected to be able to identify the skills needed to solve a problem on their own and then employ the skills in coming to an answer.
The next segment of this series focuses on English Language Arts (ELA) instruction at BVP. We hope you will continue following! Engage with us through comments, questions, and shares, and please take this opportunity to shout out topics you’d like to see highlighted in future blog series.
 Math Works: Achieve, Inc., 2013
 William Schmidt, 2002
By Kate Crowe and Drew Madden