Mathematics

The goal of the lower school mathematics program is to develop flexibility of thinking and to strengthen the skills necessary for analytical problem solving.

The Everyday Mathematics curriculum, developed at the University of Chicago, is used as a major resource, although other materials are tapped. Student engagement is grounded in real world mathematics. Ownership of mathematics is promoted in every classroom. Students are encouraged to justify their mathematical thinking, not just in the older grades but all the way down into Kindergarten, so that it is a habit of mind in every grade level.

Working with a well-known mathematics educator, Maret lower school teachers articulated a set of instructional values for teaching mathematics. We aspire to promote intentional exploration. Exploration is used intentionally as a tool to promote authentic and lasting learning. Open-ended, creative problem-solving opportunities help students become engaged and inspired. Teachers understand the importance of differentiating instruction. Thus, they present students with various “entry points” or multiple ways of working towards a solution. Through differentiated instruction teachers meet students where they are and try to stretch their thinking. Our goal is to develop a rich and deep understanding. We value student ownership because the more connected students are to their work the more invested they become. As students become flexible and critical thinkers, they are able to figure out what they know and find different strategies to solve problems. By teaching students how to share their mathematical ideas both orally and in writing, communication becomes pivotal to building their understanding. The ability to explain one’s thinking reflects a deep understanding of mathematical concepts, hence justification is a value we uphold.

In the integrated mathematics and science sequence, students engage in hands-on experiments and numerous project-based activities. Fifth graders are busy making measurements, collecting data, finding ways to display that data effectively, and examining patterns in order to draw conclusions about real-world phenomena. Classroom activities encourage experimentation and exploration and range from creating and testing a new glue to participating in a soap box derby. Every fifth grader keeps a math/science folder in which he or she records observations, writes solutions, and documents individual understanding of concepts and problem-solving strategies. Students use calculators to compute and, more importantly, as tools to explore mathematical patterns. Each winter, fifth graders perform and report on an original scientific experiment as part of an annual science fair.

Teaching students to be confident and competent problem solvers is the curricular emphasis of Math 6. Students explore new ideas and strengthen their facility with fundamental mathematical skills through the lens of interesting problems. Sixth graders work independently and within groups to solve problems, and they are asked to present their work not only on paper, but also formally before their peers. Communication and presentation skills are discussed and developed. Unit projects provide students the opportunity to delve more deeply into certain topics, and technology is used as an investigative tool. The course content includes units on numbers and operations, measurement, geometry, data analysis, and introductory algebra skills. Thoughtful pedagogy is used to kindle genuine enthusiasm, inquisitiveness, and curiosity about mathematics.

Math 7 and Advanced Math 7

Seventh graders take either Math 7 or Advanced Math 7. Placement in these courses is determined by the sixth grade mathematics teachers or, if the student is new to Maret, through a placement consultation with the Math Department Chair. Fundamental mechanics are reviewed, but the curricular focus of Math 7 is the development of problem solving strategies and a preparation for algebra. Students work through a collection of thought-provoking problems that require them to apply skills and strategies in novel, interesting contexts. The curriculum includes operations with fractions, decimals and percents; probability; algebraic expressions, equations, and inequalities; functions and graphs; and two- and three-dimensional geometry.

Students in Advanced Math 7 work through the same core curriculum as those in Math 7 but progress at a faster pace. The course is enhanced with enrichment activities, and students are challenged with more sophisticated problems. The teacher has the flexibility to develop a program that most appropriately challenges the students in any given year. When appropriate, the course may cover a significant portion of, if not all of, a conventional Algebra 1 curriculum.

Algebra 1, Advanced Algebra 1, and Advanced Math Topics 8

There are typically three math course options for eighth graders: Algebra 1, Advanced Algebra 1 and Advanced Math Topics 8. The Algebra 1 course begins with an exploration of the general concept of a “function,” a fundamental concept in advanced mathematics. Linear and quadratic functions, in particular, are then explored in great depth. Students work through a robust problem set that includes many exercises developed by the mathematics department of Phillips Exeter Academy. These problems require students to apply their knowledge to a variety of situations without having a pre-conceived notion of the approach that is expected. Topics are spiraled throughout the curriculum in such a way that students are repeatedly exposed to ideas through problems that increase in complexity and difficulty. The use of graphing calculators enhances student understanding, as they allow for the visualization of problems. Students who need additional support to successfully master the ideas of Algebra 1 may be required to attend a weekly session to supplement core class work, or they may be asked to enroll in an introductory Algebra 1 course.

Students in Advanced Algebra 1 focus on the same concepts as those in Algebra 1, but are asked to grapple with more challenging problems that require them to synthesize ideas and incorporate a variety of problem-solving strategies. The teacher has the flexibility to introduce additional topics that will continue to challenge students and foster an enthusiasm for mathematics.

Students in Advanced Math Topics 8 have completed, or nearly completed, a conventional Algebra 1 curriculum prior to eighth grade. Students continue their study of algebra and concurrently jump into an exploration of complex geometric principles and relationships. The development of creative and analytical problem solving skills continues to be integral to the program. Students are challenged with novel, interesting problems that afford them the opportunity to apply their skills and to grow as mathematical thinkers.