August 16, 2024 -- Loretta Jennings, a fifth grade teacher at Starling PreK-8, has dedicated 22 years to teaching math. However, a new perspective emerged when she attended the "Math Equity: Pursuing Excellence in Math Education" symposium on August 13, where she engaged with fellow educators from Columbus City Schools (CCS).
“We each have unique approaches to presenting problems, and we can leverage those differences positively in the classroom,” Jennings said. “By incorporating diverse strategies, we can better engage students from various backgrounds and with different levels of knowledge.”
The focus on creating an inclusive and equitable learning environment in math was a key theme throughout the professional development event. The inaugural math symposium emphasized the District’s commitment to the belief that every student is capable of learning math.
“We firmly believe that everyone is a math person and that each student brings their unique mathematical brilliance to the classroom,” said Dr. Angela Chapman, CCS Superintendent/CEO, addressing the educators gathered at the Ohio Union.
The event brought together fourth through seventh grade educators from across the District. Fourth through seventh grade teachers were targeted because they align with the Columbus Board of Education’s math goal. The Columbus Board of Education’s goal is to increase the percentage of seventh-grade students proficient in mathematics on the Ohio State Test (OST) from 14.7% in the school year 2022-2023 to 23.45% in June of 2028.
During the morning sessions, participants were divided into regional groups to reimagine approaches to teaching decimals and fractions. Administrators attended sessions on overall curriculum changes in the afternoon, while educators focused on grade-specific strategies with their peers. Many of the changes implemented build on the math lessons learned at the end of the previous year while also focusing on the (OST) blueprint.
“These changes were made to better align our curriculum with students’ learning trajectories, ensuring they have a solid understanding of mathematical concepts that will not only help them perform well on assessments but also enable them to apply math in meaningful ways in their daily lives,” said Director of Mathematics, Innovation, and Technology Joseph Hernan.
Kevin Jackson, assistant principal at Woodward Park Middle School, who has six years of experience teaching math before moving into administration, noted the importance of aligning math instruction across grade levels. For him, the professional development highlighted how elementary and middle school math education supports each stage of a student's academic journey.
“I’ve always emphasized the role of middle school math as a foundation for high school,” Jackson said. “This event is valuable because it connects middle school math with elementary math, allowing us to understand what foundational knowledge students bring to the middle school level.”
Jennings found the focus on real-world applications beneficial and plans to incorporate them into her fifth-grade classroom. With her background in both education and business, she welcomes this new approach to teaching the curriculum.
“My philosophy is that I’m not here to teach you just to pass a test. I’m here to teach you how to navigate life, and math is life,” Jennings said.
Teachers leaving the math symposium with new teaching strategies and a clearing understanding of the curriculum changes was the hope of Hernan.
“I want teachers to feel confident in their ability to implement what they’ve learned and to know that they’re supported in this work, both by their peers and District leadership,” Hernan said. “Ultimately, I hope [teachers] walk away with the tools and motivation to foster a classroom environment where all students can thrive in mathematics.”
