Montecito Union School District Philosophy of Mathematics
Math as a Learning Subject

Introduction
The teachers at Montecito Union School District believe strongly in the idea that we don’t simply cover a math curriculum, but instead we uncover it. Each day, our classrooms become a place where students develop and practice the dispositions of inquiry, questioning, curiosity, confidence, and the value of seeing mistakes as opportunity for growth. Teachers plan and implement a program through a Thinking Curriculum where students are encouraged to solve real world tasks using multiple methods and strategies, engage in peer interaction, while also critiquing the reasoning and thinking of others. Students learn to think quantitatively and abstractly and develop an inquiry relationship with math as they build a foundation for rewarding work, and a means for comprehending and influencing the world in which they live. Simply put, it is about learning, not performing.

Reaching All Learners

Access
Every child can and should learn challenging mathematics. Differentiation is achieved through a thoughtfully rigorous and diverse program that allows for easy access to a wide range of abilities. We see math as a creative subject where a variety of approaches, tools and strategies, and thinking is encouraged and welcomed. Routines such as Notice and Wondering, Same Same But Different, and Claim Support Question uncovers students individual thinking, and invites students to see themselves as a valuable member of mathematical learning community. All students develop the confidence, persistence, skills, and strategies to approach novel and rigorous problems. Homework Math homework serves at least one of the following purposes
Assessment Assessment is used to drive instruction. Formative Assessments such as math journals, questioning, observation, math congresses, Number Talks, and discourse help teachers monitor growth and proficiency, while also determining next steps in instruction. In addition, Summative Assessment is used in the same capacity and allows for the evaluation and consideration of the overall strengths and needs of our schoolwide program. Students take active roles in selfassessment by reflecting on their use of strategies, understanding of key concepts and math reasoning in order to move their thinking forward in new and enriching ways. 