PodCasts

 

Resources

 

Fast Facts

 

Core

 

 

 

 

 

 

Nebo School District Mathematics Home Page

Nebo School District’s goal for Mathematics instruction is a proper balance of conceptual understanding of how mathematics works, and a firm understanding of algorithms and procedures that will help students be more effective and efficient at computation and problem solving.  We also desire that our teachers and students develop confidence and certainty in the realm of mathematics in general.  In our professional development we do not focus on a particular program, but proven effective teaching strategies that can be applied to any program.  We as a district have adopted the Scott Foresman/Addison Wesley basal text for use in our schools.
            All Nebo School District teachers have, or will,  attended four full-day trainings.  These trainings were broken up by grade level and focused on items specific to students of those ages.
This professional development consisted of four parts. 
1.  A deepening of teacher content knowledge 
2.  Instruction on the utilization of student produced work to inform instructional practices 
3. A balanced approach to teaching mathematics 
4. A framework in which mathematics can be effectively taught.
            As we went through our implementation we introduced new procedures and strategies for math instruction.  These philosophies consisted of a balanced math framework which has been developed and piloted by the BYU partnership districts and used for the past several years at Mapleton Elementary with great success. (See Appendix)   This Comprehensive Mathematics Instruction Framework (CMI) is very similar to what has been implemented in our balanced literacy model.  It provides a balance of direct instruction, exploration, guided practice and independent work, and again, is tied to no publisher or program.
            We also utilized a program which provided teachers with the insight into facilitating math discussions with students and creating a language of math that encourages students to articulate their thinking about mathematics.  This process has caused students to think about math at deeper levels than they had ever done before.  It has forced our students to apply the principles of mathematics they are learning to real world concepts and ideas that they already possess.  This process creates powerful and long lasting retention of the information.
The Developing Mathematical Ideas (DMI) piece of our program has provided teachers with the skills needed in talking about mathematical ideas with children and eliciting responses so the students are given the opportunity to vocalize and articulate their understanding, while at the same time utilizing basic math facts.
            Because of this professional development, Nebo School District as a whole has had great success in mathematics.  We have seen increased test scores in most areas, with as much as a 15% increase in some of our targeted standards and objectives.
            In addition to this professional development, many of our teachers have been provided with the opportunity to further their education by obtaining level 2 math endorsements, or a math masters degrees.  This has resulted in an even deeper understanding of mathematical concepts on the part of the teachers.  This has been a very worthwhile investment for the district.

Appendix

  1. Mapleton Elementary has undergone mathematics professional development of the type we are now doing with all schools, beginning four years ago.
  2. Mapleton had 84% of their students proficient in 2005, 90% of their students proficient last year, and 95% of their students proficient this year ending 2007.
  3. Mapleton had a progress score of 225 in mathematics.
  4. Mapleton’s proficiency and progress scores are not only the highest in the district but are among the highest in the state.
Mapleton Elementary School also saw huge gains on the IOWA Test of Basic Skills.  In Third grade they moved from the 50th percentile in 2006 to the 61st percentile in 2007, and in Fifth grade they moved from the 60th percentile in 2006 to the 67th percentile in 2007, which is nearly an entire standard deviation above the norm as a whole school.

 

 

New Math Core Coorelations Documents Just Released! To take a look at the differences and similarities in the old and new math cores, please check out the resources below.
Math Core Coorelations
Elementary

Secondary

 

 

 

 

 

Email resources to:
assessment@nebo.edu