Sima Misra, Director of Teaching & Learning

As K-8 Director of Teaching & Learning, I am grateful to focus my efforts on ensuring that student learning is always at the center at The Berkeley School, and that teachers and students have the curricula, resources, motivation, and skills to support that learning. My background as a PhD Molecular Biologist explains part of my passion for math and science education, and why Math Night is my favorite evening of the year. I wanted to provide you with some behind-the-scenes understanding of the math teaching and learning families experienced at Math Night last Wednesday.

Early Childhood

Our school’s early childhood and elementary math program evolved from Montessori roots, which you can still see today, particularly at the ECC. The beautiful Montessori materials help make abstract concepts concrete, build a sense of order and attention to detail, and provide geometrical and numerical ways of looking at mathematical concepts. Students continue to learn math using Montessori and other materials, forming their understanding of number sense, geometry, and sequence by counting, building, and comparing. As students mature, they use materials to add, subtract, multiply, and divide; learn to recognize and read numbers through 1000; skip count; and even compare odd and even numbers.

Elementary

During our regular review of curricula last year, we consulted with math specialists from around the Bay Area about new elementary math programs that would best promote students’ flexible use of strategies as they approach mathematical problems.

After a pilot in Kindergarten and 1st/2nd grades last spring, our faculty selected the Bridges Mathematics (2nd edition) math curriculum, which dovetails nicely with Contexts for Learning Mathematics units we use currently, providing rich problems with low entry points for all students and high ceilings for those who need more challenge.

In the Bridges program, mathematical routines are practiced during Bridges Number Corner, an engaging calendar activity, and in the rest of math class, including pattern recognition and prediction; number skills, geometric shapes, money, and time; and Problem Strings, a set of problems which are woven together conceptually to help students identify strategies. The students are encouraged to share and internalize strategies, use them flexibly, and choose strategies that will be efficient. Articulating their thinking allows them to solidify their learning, apply their approaches to more complex problems, and make meaning together. Enjoyable games encourage practice and build fluency and skills.

To support the implementation of the Bridges program, a math coach meets regularly with grade level teams throughout the year, helping teachers plan each unit. She provides several professional development workshops as well. Our Learning support team of Stephen Cahill and Katherine Campbell also offer implementation support by pushing into math classrooms twice a week and providing intervention outside of class where necessary.

Middle School

In the Middle School (MS), teachers used the investigations-based Connected Mathematics curriculum in the 6th and 7th grades and the standard textbook Elementary Algebra for many years. With time, teachers have drawn JUMP Math, MARS math tasks, and other resources, to provide interesting problems and projects providing choice and differentiation. Last spring both teachers attended Stanford Youcubed.org professional development by math education expert Jo Boaler, and have been using these resources to provide students with the opportunities to explore problems and uncover misconceptions. The MS Math Professional Learning Community meets every other week to look at learning outcomes, share assessment ideas, examine student work or MAP assessments, and refine curriculum and instruction.  

This year a new MS Math Task Force of faculty, led by MS Math teacher Kim Huie, meets regularly to seek out the best research-based math curricula, and to analyze the programs for their match with the NCTM standards, engaging floor to ceiling problems, alignment with the elementary math program, and strong preparation for a wide variety of traditional and more progressive high school math programs. A pilot this spring in the 6th grade will help us determine which programs to explore further next year and adopt.

Supporting Your Young Mathematician

Research shows that one of the most important things you can do as a parenting adult is to develop a growth mindset about your own math abilities and your child’s. Every person can learn math, and there is no such thing as a “math person,” just people who have more experience learning math. There are many helpful resources at Youcubed.org, and support for elementary families at the Bridges 2nd Edition Family Support site.  If your teacher suggests that your student needs more practice with math, you might consider a subscription to Dreambox, a program linked to the NCTM standards, or purchasing apps from companies like Dragonbox or Brainquake. And students in older grades may be pointed to individualized practice by their teachers at sites like Khan Academy. And if you have concerns or questions, please talk to your child’s teacher, as they are the true experts in your student’s learning.