Mathematics

Lower School Mathematics Philosophy

In the mathematics curriculum, students progress developmentally in their conceptual understanding, from the concrete to the more abstract. Gradually, work becomes more symbolic as students learn to work with number problems. The mechanics of mathematics are used to create and solve problems. Logical thinking skills evolve into higher order thinking in problem solving. Younger students are given substantial opportunity to “learn by doing,” using manipulative materials. There is an emphasis on mathematics as it relates to daily life. By the end of Lower School, students become proficient in the four basic arithmetic operations of addition, subtraction, multiplication, and division using whole numbers. They have also begun to work with decimals and fractions, and they are proficient in turning various word problems into mathematical equations.

Middle School Mathematics Philosophy

The objectives in Middle School mathematics are the maintenance, expansion, and refinement of arithmetic skills; the acquisition of a comprehensive mathematical vocabulary, including terminology and symbolism; and an acquaintance with problem-solving techniques necessary for success in the study of algebra. An experiment-based, interdisciplinary math/science project is conducted second term, leading to the Middle School Math Science Night when projects are exhibited.

Upper School Mathematics Philosophy

The philosophy of the mathematics program in the Upper School is reflected in its goals, which are to provide the student with the information and skills necessary for advanced work in mathematics and the sciences and for making sensible, responsible decisions in a highly technological society.