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math curriculum

Dean Deaver’s fourth-grade classroom was struggling with math. His students at Monroe Elementary School in Riverside, California hadn’t benefited from the curriculum the school had used for the past few years, showing little improvement in state tests or in their day-to-day assignments. Many of his 30 students required extra support due to cognitive learning problems or issues at home, and even more were discouraged from consistently testing at a second-grade level. Deaver needed a solution.

A program for all

When two Boston elementary schools needed a core math curriculum,  Everyday Mathematics 4 was the solution

Five years ago, Boston Public School’s John Eliot School in the city’s North End neighborhood was declared an innovation school. What that meant for principal Traci Walker-Griffith was more autonomy in choosing the elementary school’s curriculum for her 570 students. One of the first curricular changes she made was bringing in Everyday Mathematics.

Educators in the Clark County School District in Las Vegas find success using Everyday Mathematics every day

When the Clark County School District in Las Vegas, Nevada, wants to turn around elementary schools, it looks to Principal John Haynal. He’s already improved outcomes at two elementary schools in this, the country’s fifth largest school district. In Clark County’s Franchise School program, principals who have demonstrated academic growth supervise an additional school using the same or similar practices that have led to success while continuing to supervise their original or “flagship” school.

Tennessee district sees dramatic achievement gains by engaging Thrive™ Math

Upon receiving a special School Improvement Grant to implement a Tennessee-approved turnaround model in 2013, leaders for Shelby County Schools in Memphis selected seven sites to transform. These schools, designated by the district as i-Zone schools, fall in the bottom 5 percent in the state. Douglass K8 Optional School is one of the selected schools.

With students coming to the classroom with a variety of backgrounds and skill levels in math, it can prove difficult to meet each of their needs. By combining high-quality curriculum, instruction and digital tools, blended learning has the potential to meet each student’s individual needs at their own pace. In this webinar, educators from the United Nations International School (UNIS) in New York City discussed how the school has transitioned to a 21st century math program by combining Cathy Fosnot’s Contexts for Learning Mathematics with adaptive technology to give students more autonomy and to inspire them to take ownership of their math learning.

Using effective strategies to personalize the math learning experience is key to reaching all levels of learners, especially Spanish-speaking English Language Learners who vary in their English language abilities, math proficiency and personal circumstances. In this web seminar, originally broadcast on February 17, 2015, educators from an innovative school with an 85 percent Latino population in Milwaukee, Wisconsin, discussed the success they’ve had combining face-to-face instruction with online learning to drive math achievement for their ELL students.

In middle school, students are being readied for higher level math concepts. Educators must engage learners to achieve deeper understanding, as well as prepare students for high stakes assessments. This web seminar, originally presented on April 16, 2014, featured an education expert and sixth grade teacher who discussed using technology in practical ways to achieve ideal middle school math instruction.

Nigel Nisbet 
Director of Content Creation
MIND Research Institute

Blended learning is constantly growing and evolving, and transforming education to be more of a student-centered environment. This web seminar, originally broadcast on May 13, 2014, featured blended learning expert Michael Horn, who outlined disruptive innovations and the subsequent impact on education. Also, an administrator discussed how her district made the transition to a blended environment, keys for a successful implementation and results so far.

By integrating technology into mathematics classrooms to complement face-to-face instruction, educators can provide uniquely individualized learning for all students. This web seminar, originally broadcast on August 28, 2014, featured administrators and a blended learning expert, who shared successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and as well as first hand comparisons of student growth with the amount of time digital tools are used in each classroom.

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Research has shown that participation in professional development increases self-efficacy and potentially overall mathematics scores.