Our elementary mathematics curriculum is guided by a deeply-rooted vision for the teaching and learning of mathematics in the early grades. We believe in nurturing young mathematicians who are flexible and resourceful problem solvers, challenging their own thinking and that of others through evidence-based reasoning, and demonstrating their mathematical understanding through a variety of forms. Math is a collaborative and interactive experience, rooted in inquiry and productive struggle.
We utilize multiple resources to support this work, including TERC Investigations 3, which brings rigor and coherence to our K-5 program. Adopted districtwide in September 2016 based on a year-long review by our district mathematics committee, Investigations aligns strongly to our deep-rooted beliefs about the teaching and learning of mathematics. We believe that our students need to build strong number sense at this critical stage in their lives, setting them up for deep understanding of mathematics at the secondary level. We aim to nurture flexible mathematicians who approach numbers and problems in a variety of ways and represent their thinking creatively in oral and written form. Investigations 3 provides our students daily opportunities to not only engage with standards-based mathematical content, but also the Mathematical Practice Standards, of which put the “how” we learn mathematics on equal footing with the “what” we are learning. Students have opportunities to encounter challenging problems and persevere, construct mathematical arguments and engage in discourse, as well as experiment with a variety of tools and models for representing their thinking.
Through these open-ended explorations, along with active discourse and opportunities for reflection, knowledge and understanding are nurtured and emerge. Investigations 3 is fully aligned to both the content and practice standards of the Common Core, with great emphasis on building student understanding of concepts. As Investigations states, “Making sense of mathematics is the heart of the work, for students and teachers.”