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1 3 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 5 – 2 0 1 6 Why Cuisenaire Rods? First and foremost, they are a powerful tool that supports mathematical thinking throughout the elementary grades. eir remarkably simple design makes them accessible to students with multiple learning styles. e visual and kinesthetic nature of working with this set of manipulatives allows for students to enter into everything from algorithmic calculations to open- ended investigations. In fact, Trevor is currently renewing its commitment to rods as a teaching tool beyond Kindergarten, for 1st through 3rd grade. To this end, Trevor has facilitated a yearlong in-house professional development for grades K–3 by Arthur B. Powell, PhD, Associate Professor and Chair of the Department of Urban Education at Rutgers University and Principal Investigator of eMath. In addition, two first-grade teachers focused their collaborative 2015 summer work on ways to further incorporate rods into their program. Mr. Taback also points to the use of Singapore Math as one of the model innovations that Trevor uses in conjunction with long-standing proven curricula. Singapore Math is that country's highly successful national curriculum, which teaches students to learn and master fewer mathematical concepts in greater detail through a three-step learning process. "It's not a perfect translation," Taback commented, "but so much of what they do is working well and it makes sense to emulate their best practices in conjunction with other successful methodologies." For example, the Trevor curriculum uses a Singapore Math-based approach to assist in solidifying numeracy in grades 3–5. It utilizes "Number Strings," short mental math activities designed to enhance a student's ability to solve equations mentally. is approach does not stop at the solution—it also stresses identification of the strategy used, patterns that appear within the string, and the ability to communicate these ideas effectively. e goal is for students to have a working knowledge of the base ten system and achieve operational fluency. Trevor's signature common spaces also play a significant role in developing a student's mathematical competencies. ese are collaborative spaces where students can teach and support one another and navigate shared projects. One can draw a direct parallel to mathematicians and engineers, who generally don't work alone and depend on communication and stimulation from peers to thrive professionally. e 4th- and 5th-grade Common Room time is also an organic way for specialists to "push in" and work with individuals or small groups, rather than pull students out of a classroom setting. In addition, the Common Room is ripe with enrichment opportunities that bring math into greater focus for a young person. Time and resources encourage students to pursue ideas presented in the classroom and those that arise from the outside world. And what about the eventual leap to Upper School and the problem-based learning (PBL) methodologies that Trevor employs in the upper grades? It's a natural evolution, according to Taback: "How and what we teach in the Lower School is a direct and clear support for Middle and High School mathematics, and PBL specifically."

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