How Did We Choose Go Math?

 Ready, Set, Go Math!

Making curriculum and instructional decisions is something that we take very seriously. As a private school, we are afforded the independence to make decisions based on research, data, and the input of our veteran teachers and administration. In the spring of 2014, the elementary and middle school divisions recognized that it was time to update our math curriculum. Both divisions met to form math committees to begin this lengthy process. The math committees were comprised of: Rhonda Normand, Lori Voth, Beth Tidwell, Dona Robertson, and Patty Isenberg (Elementary Committee)and  Joana Dieterich, Mallory Fudge Davis, Laura Kelly and Brooke Stikeleather (Middle School Committee).

Initially, committee members met with other teachers and developed a list of things that were important for the committee to consider when reviewing the options. Based on these considerations, Rhonda Normand, Curriculum and Educational Specialist, ordered samples of math curriculums for kindergarten through six grade.  The curriculums that were initially considered were Go Math, My Math, Singapore Math, Everyday Mathematics, Envision Math, and ACSI Mathematics. The committees began meeting to review all of the options. It was noted that even though many of these curriculums were written before the introduction of Common Core State Standards, all of them had been updated to show the correlation to CCSS or where the standards were being met throughout the text.  Over the next three months, the elementary and middle school committees met countless times to read research, review and discuss options. After much thought and prayer, it was decided by both groups separately that Go Math and My Math were the final two curriculums for consideration. At this time, presenters for both companies came in and discussed each program and answered any questions. It was unanimously decided that Go Math was the best fit to provide PBS students with a strong math foundation.

Some of the things that helped the committee come to this conclusion:

• It was not a “one size fits all approach.” Go Math has a built in daily formative check where the teacher can review the results and differentiate instruction with three different paths for students including challenge/above level work.
• Go Math also takes a “deeper not wider” approach. Our students are able to really grasp a concept and understand how to get to an answer not just memorize steps with surface level understanding. Lessons begin with problem based situations and then build to more abstract problems. Using manipulatives, models, deep questions, and a carefully sequenced progression of learning, students are able to develop deep conceptual understanding and then practice and apply.
• Go Math has a state of the art online component with student access to a personal math tutor where teachers can create a personalized learning path for each student.
• Go Math had the level of rigor and content that would allow our students to follow an accelerated track in middle school.
• The online component had a myriad of resources for parents to support and assist their child’s learning at home.

In conclusion, our administration and teachers maintain control over all educational decisions. The Go Math Curriculum is just a guide for our teachers, but we strive to go beyond just one book and one approach. Our teachers will continue to adapt and make sound instructional decisions, rooted in research and aligned to our mission statement, to meet the needs of all of our students and prepare them for the 21^st century.