• “The mathematics curriculum in Readington Township schools is based on the Standards developed by the National Council of Teachers of Mathematics (NCTM) in 1989 and then revised in 1998.  As defined in the Standards, the curriculum in the K-3 schools is based on the following concepts:

    ·        Number Concepts and Operations

    ·        Patterns Functions and Algebra

    ·        Geometry and Spatial Relationships

    ·        Measurement

    ·        Data Analysis, Statistics and Probability 

    The content area of number operations addresses many mathematical skills including:

    1.     understanding number value

    2.     counting

    3.     estimating

    4.     number operations such as adding, subtracting, multiplying and dividing

    5.     place value

    6.     fractions

    7.     using a calculator  

    The content area of Patterns, Functions and Algebra addresses skills such as:

    1.     identifying patterns and rules

    2.     creating patterns using rules

    3.     extending patterns using algebraic reasoning

    4.     describing relationships

    In the content area of geometry and spatial relationships, the following skills are included:

    1. attributes of geometric shapes
    2. comparing and transforming shapes
    3. exploring spatial relationships.

    Measurement is addressed through the development of the following skills:

    1.     measuring with standard and non-standard units

    2.     using measuring instruments

    3.     using estimation with measuring

    4.      developing an understanding of time

    Finally, data, statistics and probability are addressed through these skills:

    1.  collecting, describing, organizing and recording data

    2.  reading graphs and drawing conclusions

    3.  making predictions and developing arguments

    To address these content areas the process skills or the “how” of mathematics is explored in the classroom.  This means that the focus is on problem solving, reasoning, making connections and communicating mathematically.  Solving real problems enables children to gain confidence as mathematical thinkers.  As children discover new mathematical ideas, they can compare them to what they already know, observing patterns and rules.  They are also able to make connections when they see how mathematics relates to their own lives.  They learn that mathematics is a useful part of the world and not just a study of numbers in a book.  When children talk about and reflect on what they think and do in math they gain a better understanding of what they are learning.

    Teachers in the primary classrooms encourage children to explore and question while they use the tools of mathematical thinking to solve problems.  The children are engaged in the process of solving problems and skills are learned as a part of the process, not in isolation.  Through this methodology, children see the practical application of mathematics in their world and become mathematical thinkers.”