trevordayschool

To understand how mathematics is taught at Trevor, it's best to recall the distinction between arithmetic and mathematics. Arithmetic consists of the study of numbers, especially the properties of the traditional operations between them—addition, subtraction, multiplication, and division. Mathematics is the abstract science of number, quantity, and space used to solve real- world problems. e Trevor mathematics program is rooted in an inquiry- based approach. Students are given tasks requiring them to conjecture, experiment, create, and communicate—all skills and habits of mind in which mathematicians regularly engage. Our close attention to arithmetic might appear to be counterintuitive, but in fact, it is an essential foundation for a sophisticated mathematics program based on inquiry and higher-level thinking. According to Trevor's Lower School Math Specialist, Jeffrey Taback, "Arithmetic fluency allows children to more successfully engage in mathematics, which is our real objective. To instill a rudimentary understanding of number relationships and operations is essential for all of our students." Lower School mathematics follows a codified scope and sequence that calls upon varied curricula, including those stemming from renowned programs like TERC, Math in the City, and Singapore Math, to best deliver information and propel deep understanding. A typical day in Kindergarten, for instance, offers frequent exposure to mathematics across diverse topics and mediums. ere is direct instruction in Morning Meeting (such as the number of school days, calendar work, and weather data), as well as in daily Small T R E V O R T R A N S L AT E S : lower school math e signature manipulative in a Kindergarten classroom is the Cuisenaire Rod. Groups (including numeracy, patterns, and measurement). is direct instruction is further reinforced and supported through time at Work Stations. During this time, students are arranged in cooperative groups to play games designed to both reinforce current learning and revisit concepts previously introduced. e belief that the rudiments of mathematics are just as important as literacy fundamentals informs this frequent instruction. e signature manipulative in a Kindergarten classroom is the Cuisenaire Rod, a set of hands-on tools to explore mathematical concepts. In the early 1950s, Caleb Gattegno popularized this set of colored number rods created by the Belgian primary school teacher Georges Cuisenaire (1891- 1975). Mr. Gattegno consulted at Trevor in the early 1970s and guided professional development for teachers, some of whom are still on staff today.

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