Conceptually-Based Upper School Mathematics Curriculum: Lesson Learned From Transition

Geneva School teachers share lessons they learned from transitioning to a conceptually-based, problem-solving focused mathematics curriculum for upper grades.

Geneva School transitioned to a conceptually-based, problem-solving focused mathematics curriculum for upper grades. We implemented Math in Focus for lower grades eight years prior. This curriculum uses
collaboration to foster learning and focuses on students making sense of mathematics for themselves. We will share lessons learned from the process, feedback from parents, implementation challenges, obstacles and success stories. Come learn from our experiences and see how you might make a similar transition within your school.

Janet Andreasen

Janet teaches prospective and practicing math teachers at the University of Central Florida. Her research interests include examining mathematical knowledge for teaching and using technology to foster learning of mathematical concepts. She received a bachelor’s degree in biomedical engineering from the University of Miami and both a master’s and doctoral degree in mathematics education from the University of Central Florida.

Kevin Clark

Kevin serves as Academic Dean of Th e Geneva School, where he has been a member of the rhetoric faculty for 14 years. Dr. Clark is a founding Fellow of SCL’s Alcuin Fellowship and speaks regularly at SCL and Alcuin retreats and conferences.

Christine Miller

Christine joined Th e Geneva School faculty in 2006 and teaches mathematics to dialectic and rhetoric students. She received her bachelor's degree in computer engineering from the University of Central Florida and worked as an engineer in the Central Florida area for seven years. In its inaugural year, Christine was the upper school winner of Th e Geneva School 2012 Paideia Award for Excellence in Teaching.

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