1. What is the difference between my child's mathematics class and the math I grew up with?

Traditionally, the goal of mathematics has been to teach students how to solve various types of mathematics problems. More emphasis was placed on "how to" solve specific problems and less emphasis was placed on building an understanding of underlying number concepts and number relationships. Today's mathematics curriculum is shifting to a more challenging emphasis of helping students become mathematical thinkers - reasoning through mathematics, solving complex problems, becoming efficient in their use of mathematics. Students are involved in making sense of their world and learning to use mathematics with skill and understanding.

2. Are basic addition, subtraction, multiplication, and division facts still learned in school?

Yes. Computation skills are very important for students to learn. The difference is that students are not spending year after year trying to memorize the same facts. Instead of only memorizing, students are developing greater understanding of how and why multiplication, division, addition, and subtraction processes work and when they should be used. In a good mathematics classroom, students are making sense of numbers and how they relate by using facts they already know to learn new facts. Building on numbers they know and using facts to solve meaningful and complex problems helps students value mathematics and understand the need for its use. Pure memorization does not build the computation strategies children need for proficiency in using mathematics or help children understand the value of knowing basic facts.

3. Does mathematics in the elementary and middle grades provide a firm foundation for high school mathematics?

Anytime a student is involved in a program that helps them understand mathematical concepts, become proficient problem solvers, learn to reason mathematically, and communicate their mathematical thinking they benefit. Mathematics instruction at all educational levels is shifting to include building greater understanding of underlying concepts in mathematics. The AISD K-8 mathematics curriculum is designed to build conceptual understanding of mathematics and application of mathematical skills which provide a strong foundation for high school and college mathematics.

4. What's wrong with the old textbook?

With changing emphasis in school mathematics, textbooks that support student learning are also changing. The traditional text, which illustrates the steps to solve conventional math problems and then provides a list of number problems for students to practice these steps, does not encourage students to develop their understanding of why the steps work or when the strategy should be applied appropriately. Also, a traditional text does not encourage:

• Development of multiple strategies for solving problems

• Connections between the mathematics concepts and real-world applications

• Learning mathematics in a variety of settings

• Sharing of mathematical ideas

5. How do I help my child with mathematics homework?

Ask your child to share what he/she is doing in class. Your child may have a mathematics journal to share. While working through homework, help your children solve problems by asking questions about the approaches they are using. Ask guiding questions to help them find problem-solving strategies that make sense to them. Sample questions are:

• What method did you use to solve the problem?

• How does the method work?

6. Are Gifted/Talented students challenged in class?

The changes that have occurred in mathematics classrooms are intended to more fully develop mathematical power of all students, including gifted students. The AISD curriculum provides a framework rich in investigations and challenging mathematical situations that allow students to explore mathematical ideas with greater depth and complexity. Gifted students now have more opportunities to communicate and explain their ideas and develop convincing arguments that support their notions about mathematics. They critically think about ideas presented by teachers, themselves, and others and develop a deeper understanding of mathematics.

7. What about algebra?

Both the need for algebra and algebra instruction have changed. These changes mean that algebra can no longer be saved for 9th grade but must be developed and integrated beginning in the primary grades.

Algebra begins in the elementary grades with the study of patterns and relationships in our number system. Children can find patterns everywhere. Identifying and working with patterns and relating patterns in numbers, geometry and measurement helps children understand the connections among mathematics topics. These connections foster the kind of mathematical thinking that serves as a foundation for the more abstract ideas studied in later grades.

Algebra in the middle grades should continue informal exploration of algebraic concepts. Exploration should emphasize concrete situations that allow students to investigate patterns in number sequence, make predictions, and formulate verbal rules to describe patterns. By integrating informal algebraic experiences throughout the K-8 curriculum, students will develop confidence in using algebra to represent and solve problems.

Once students have developed a conceptual understanding of patterns and relationships in our number system, proportional reasoning, and the essential mathematics outlined in the K-8 Texas Essential Knowledge and Skills, they are prepared to enter the Algebra I high school course offered in the middle school.

8. How can parents support changes in mathematics instruction?

Family involvement is key to success of educating our children. As the district works to provide challenging mathematics and high expectations for all students, it is important that all parents become familiar with the district mathematics curriculum. Parents can support education programs such as "Family Math" sessions at their children's schools. These sessions are designed to help parents understand the mathematics content that is taught at each grade level and the instructional strategies teachers are using to help students understand mathematics. They are also a place for parents to discuss educational programs with their children's teachers and principals.

Most importantly, parents should help their children enjoy mathematics by helping them understand how important mathematics is in every adult's life and in the complex, highly technical world in which we all live.