Miller-Driscoll School

Introduction

The Mathematics Program Goals are realized through the following core principles, which embody three components of the instructional core for mathematics: Standards (what students learn), Mathematical Practices (how students learn) and Classroom Instruction (how teachers teach).

1. Mathematics instruction in Wilton is based on the fundamental belief that every student is a capable learner.
2. The teacher’s understanding of mathematics and his/her ability to make insightful instructional decisions are the most influential factors in student mathematics achievement.
3. eachers of Mathematics establish clear goals for the mathematics that students learn, situate goals within learning progressions, and use the goals to guide instructional decisions on a unit-by-unit and lesson-by-lesson basis.
4. Mathematics instruction in the Wilton Public Schools is provided using a consistent student-centered framework for learning.

At the elementary level this will most often include the following components:

• Exploration and Problem Solving
• Whole class problem presentation
• Exploration in groups
• Whole class discussion/Journaling
• Guided Practice and Formative Assessment
• Practice in small groups or with partners
• Teacher engages in formative assessment
• Independent Practice and Small Group
• Instruction
• Planned small group instruction based on student needs