Mathematics is approached vigorously and creatively at Far Brook. Our goal is to make math challenging at all levels of ability. In addition to arriving at the correct answer, students are engaged in a meaningful process of solving mathematical problems. Math teaching is based on research which has shown that critical thinking, analysis and communicating about thinking processes result in excellence in student performance in contemporary math. At Far Brook, these skills are taught in math and are well integrated into the arts, the sciences and the overarching theme studies for each grade. Far Brook School’s math program is aligned with the Standards of the National Council of Teachers of Mathematics.
In the lower school, mathematics is taught through hands-on experiences which enable children to explore, question and reason, construct meaning and problem solve. Through purposeful play, teacher-designed materials and text resources, careful attention is given to the exploration and investigation of mathematical concepts and their applications. These experiences support a deep understanding of patterns, encourage acquisition of number sense and foster connections and interpretation of data. Students experience math as a living discipline as they investigate mathematics in real world situations. Surrounded by woods and wetlands, Far Brook students use math to discover the natural world. Classroom experiences in building with blocks, cooking, quilting, measuring and graphing help children make sense of the math in their everyday lives.
The skills of problem solving, communication, critical thinking, and analysis continue to evolve in mathematics in the middle school. Emphasis is placed on problem-solving processes and sound computation skills as students master the operations of addition, subtraction, multiplication, and division as applied to whole numbers, fractions, and decimals. Hands-on activities and math games deepen and enrich student understanding and application. Studies of geometry and probability become increasingly sophisticated as the abstract thinking skills of the students grow. Oral and written communication of mathematical ideas as well as metacognitive behaviors in analyzing problems become more important in the process of transitioning into more abstract concepts of early algebra. As students begin to be able to think more abstractly, the formal concept of algebra, ratio and proportion, percents, integers, graphs, variables, and variables are introduced.
Skills developed throughout the earlier grades at Far Brook are combined with more advanced creative analysis and sequential thinking in the junior high school math courses. Student work done individually and collaboratively facilitates a broader and deeper understanding of math. Algebra is a focus and is the context for fostering the reasoning skills necessary for success in higher level mathematics. Math classes include investigations and presentations to the class for discussion. Student learning experiences are maximized through the use of technology and a variety of resources.
We acknowledge that children reach cognitive landmarks at different times throughout their adolescent years. Allowing for their individual differences, ongoing consideration is given to ensure that each student is placed appropriately.
This continuum of rich experiences and carefully selected resources provide Far Brook students with the deep understanding, the knowledge, and the skills of math to meet the challenges of high school math programs.