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WE BELIEVE MATHEMATICS IS BEST TAUGHT …

  • Using a Math Workshop approach: focus lesson; differentiated groups/conferring/goal setting/independent and small group practice.
  • Using a ‘Math Journal’ to record student thinking, show student growth and highlight areas for further instruction and goal setting.
  • By analysing student work to improve instruction and ultimately student learning.

WE BELIEVE THAT STUDENTS BECOME MATHEMATICALLY PROFICIENT AND FLUENT …

  • By developing mathematical confidence and a love of mathematics.
  • By taking ownership of their learning and setting personal mathematical goals.
  • When they work in their Zone of Proximal Development (ZPD).
  • When given opportunities to solve real life and life like problems to cultivate their sense of number and develop strong mathematical practices.
  • When they have opportunities to construct meaning using an inquiry approach to learning.
  • When challenged to think by explaining, listening and problem solving.
  • When encouraged to use a common language to discuss mathematics.
  • Through a balanced development of both number knowledge and operational strategies so they can be efficient, flexible and accurate when solving mathematical problems.

WE AGREE TO …

  • Use curriculum maps to articulate the length and order of the math units in each respective grade.
  • Use the AISJ Standards and Benchmarks and Scope and Sequence documents to plan units of study using the AISJ UbD format on Atlas Rubicon.
  • Use AISJ Standards and Benchmarks and Scope and Sequence documents to create rubrics and common assessments (formative and summative) for each unit of study.
  • Use homework to reinforce concepts, knowledge and skills already taught in class as necessary.

PHILOSOPHY

The philosophy of the AISJ mathematics program is to provide our diverse learners with:

  • a solid mathematical background
  • a nurturing learning environment which fosters an appreciation for mathematics and opportunities for discovery and risk taking
  • an ability to communicate their understanding
  • a belief that there is a mathematician within them
  • the ability to make connections to the world around them
  • opportunities to develop logical and analytical reasoning skills

Through this, we empower our learners to successfully apply their skills in a variety of contexts with confidence and perseverance.