Building a Math Mindset

At the beginning of each school year, teachers across FCS help lay the foundation for year-long teaching and learning. Teachers know that the first few weeks are about more than jumping into equations and problem sets—they’re about shaping a mindset. This year, as we dive into our new math curriculum Eureka Math², lower and middle school math teachers launched the year creating a positive culture around math from day one, to see math as a skill to build and enjoy. Teachers have been highlighting the connections between mathematical thinking and real-world applications, encouraging collaboration and teamwork, and introducing different learning styles and problem-solving strategies.

In the Lower School, teachers have been placing emphasis on purposeful routines and introductory activities that both set the stage for learning and familiarize students with math tools, as well as ignite interest and fun. In K, students have been examining objects far and wide in their classrooms to form groups with similar attributes. In 1/2, students have been playing Ready, Set, Add—a variation of Rock, Paper, Scissors—practicing their addition facts in a friendly, social setting. In 3/4, students have been working with hands-on manipulatives to review math facts and help prepare for new learning this year. 

In the Middle School, teachers have been finding fun and thought-provoking materials to get middle schoolers engaged and curious about their relationship with math. You’ll find several bulletin boards in hallways and classrooms encouraging students to see their relationship with math outside of school or asking them to consider what type of math learner they are—similar to how students have different artistic or writing styles, there are many different ways that students can learn and think about math!   

You’ll also see math activities that 5/6 and 7/8 students completed during the first few days of school that share information about them. One project included graphing points on a coordinate plane based on students’ interests or facts, resulting in a unique shape for each student. Another activity challenged students to come up with math facts about themselves; for example, one 5th grader shared: I am turning 352➗32 years old.

Embracing a fun and curious relationship with math early on helps students develop a connection and intrigue around mathematical thinking and concepts, laying the groundwork for confidence, openness, and challenge as the year progresses.