The Garnet Valley Math Task Force

The Garnet Valley Math Task Force was formed because the systems and structures we have used in the past no longer align with current research on how to best prepare students to be future ready problem solvers. An emphasis was placed on procedural knowledge and the memorization of algorithms in order to be successful in math. Couple this with leveling students at an early age, and our system promoted a fixed mindset that grew achievement gaps as students progressed through our programing. The Math Task Force is committed to analyzing our systems and making recommendations on how to align our current programing with research on how to maximize student achievement.

The Garnet Valley Math Task Force is comprised of school board members, teachers, and administrators with representatives from every grade level, level of math, and special education. Through collaborative leadership and shared decision making, the Task Force developed the following statements that guide our work and decision making.

The Goals of the GV Math Task Force:

  • analyze current mathematical instructional trends and practices

  • evaluate current systems

  • identify areas of inequity in our current math programming

  • create recommendations for a K-12 Scope and Sequence that maximizes the success of all students

To learn more about math education watch this TED talk

In this perspective-expanding and enjoyable talk, Dan Finkel invites us to approach learning and teaching math with courage, curiosity, and a sense of play. Dan Finkel wants everyone to have fun with math. After completing his Ph.D. in algebraic geometry at the University of Washington, he decided that teaching math was the most important contribution he could make to the world.

Math Leveling in Garnet Valley

Research out of Stanford University, the National Council of Teachers of Mathematics, and brain based studies is clear. Promoting a growth mindset early is an essential step in maximizing a student’s potential and can actually improve a student’s intelligence over time. Furthermore, students who have establish growth mindsets early in their educational experience are better problem solvers and persevere when challenged. For more information about promoting a growth mindset, click the image below to access Stanford’s “youcubed” website.

Stanford University’s “youcubed” website contains a collection of the research the we used to evaluate our current leveling practices.

Stanford University’s “youcubed” website contains a collection of the research the we used to evaluate our current leveling practices.

The future of Math Leveling in Garnet Valley

Currently, Garnet Valley groups students based on ability starting in the third grade. Early grouping is one of the top barriers to promoting a growth mindset among our students. The GV Math Task Force is developing a system of math instruction that will value and recognize that…

  • A growth mindset should be established early and be promoted throughout our students’ experiences K-12.

  • Ability level is not a fixed trait. Rather, students develop mathematical thinking and skills at different rates.

  • Multiple pathways to personalization must exist within our systems and programing.

  • Our systems should promote the authentic and purposeful integration of technology into educational experiences.

  • Students should continue to have access to the highest level of math classes that we currently offer in Garnet Valley.

  • There is a clear distinction between enrichment and acceleration in our programing.

  • Our systems and pathways should be clearly communicated and easy to understand and include where parents and students have choice and where clear eligibility criteria is established.