Anonymous wrote:“New math” isn’t new. It’s just math, and it’s how Montessori has been teaching math for a century with the use of materials. Also, I do agree it’s important for students to learn concepts. PARCC still doesn’t do a good job of assessing student proficiency of what was actually learned. The test is the problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

The way math is learned in elementary Montessori is amazing and in no way aligns with PARCC, so that may be a big part of why the scores are low. As a parent and former teacher, I’d take the Montessori style of learning math over my child doing well on PARCC in elementary school.

I think Montessori is a vast improvement over the way we learned math a generation ago, but I LOVE “new math.” It teaches them the way my grandfather taught me outside of school. Gives kids a full comprehensive understanding of why and teaches them foundational skills in a much more practical way (who wants to do long division in their head in daily life?!).

Agree with this. I think a lot of people who like Montessori math are comparing it to how they learned math in the 80s. My kid is doing "new math" and it's giving her accessible math skills at a much younger age than I had them (and I was good at math!). Less emphasis on memorizing math facts and much more focus on developing skills to help them more easily and quickly solve math problems. More word problems early on so that they conceptualize math in a more 3D way from an early age.

I know nothing about Montessori math but math in a traditional DCPS has been fantastic for my kid.

I was nervous about me kids’ math skills from Montessori so had a private tutor work with them specifically on new math. The kids were already learning it in their school and the tutoring was just a nice way to reinforce skills over the summer.

They moved on to regular middle school and HS (not in DC anymore) and adjusted fine.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

The way math is learned in elementary Montessori is amazing and in no way aligns with PARCC, so that may be a big part of why the scores are low. As a parent and former teacher, I’d take the Montessori style of learning math over my child doing well on PARCC in elementary school.

I think Montessori is a vast improvement over the way we learned math a generation ago, but I LOVE “new math.” It teaches them the way my grandfather taught me outside of school. Gives kids a full comprehensive understanding of why and teaches them foundational skills in a much more practical way (who wants to do long division in their head in daily life?!).

Agree with this. I think a lot of people who like Montessori math are comparing it to how they learned math in the 80s. My kid is doing "new math" and it's giving her accessible math skills at a much younger age than I had them (and I was good at math!). Less emphasis on memorizing math facts and much more focus on developing skills to help them more easily and quickly solve math problems. More word problems early on so that they conceptualize math in a more 3D way from an early age.

I know nothing about Montessori math but math in a traditional DCPS has been fantastic for my kid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

The way math is learned in elementary Montessori is amazing and in no way aligns with PARCC, so that may be a big part of why the scores are low. As a parent and former teacher, I’d take the Montessori style of learning math over my child doing well on PARCC in elementary school.

I think Montessori is a vast improvement over the way we learned math a generation ago, but I LOVE “new math.” It teaches them the way my grandfather taught me outside of school. Gives kids a full comprehensive understanding of why and teaches them foundational skills in a much more practical way (who wants to do long division in their head in daily life?!).

Anonymous wrote:

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

The way math is learned in elementary Montessori is amazing and in no way aligns with PARCC, so that may be a big part of why the scores are low. As a parent and former teacher, I’d take the Montessori style of learning math over my child doing well on PARCC in elementary school.

Anonymous wrote:

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

The way math is learned in elementary Montessori is amazing and in no way aligns with PARCC, so that may be a big part of why the scores are low. As a parent and former teacher, I’d take the Montessori style of learning math over my child doing well on PARCC in elementary school.

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone who has had an older kid in Montessori in DC public or charter schools discuss how it worked for your kid? At EdFest most schools said a combo of “we let kids do the work that interests them” and “we incorporate all subjects so kids aren’t only doing the work that interests them but receive a well rounded education.” But how does this actually work for stubborn kids or kids who don’t like a certain subject? I just don’t get how your kid graduates ready to go to a liberal arts college where they need foundational knowledge in all subjects to succeed.

The only experience I can relate this to is my own growing up. I was pretty smart for my small town but I intensely hated math. Then once science started incorporating more math concepts I hated that too. I avoided both to the extent possible (mostly by taking classes where I could do more word problems and critical thinking/analysis instead of hardcore math). I did fine on the SAT math portion which was balanced out by my other score, got into a really good college, and then proceeded to get a D in the very math class I took first semester. I wish I had been challenged and taught more math earlier on, instead of just being able to skate by.

I also intensely hated math but feel that if I was in a Montessori school I would have actually understood it and might have even liked it or hated it less.

My kids will leave Montessori after 5th grade but co-sign what the other posters said about teachers ensuring kids are challenged. It is possible for kids in the short term to focus on what they like or just read, but they are pulled out for small group lessons and teachers do ensure that kids are taught everything.

Our child hates math. Did sixth grade last year at a public Montessori and did poorly in math (both in class and via standardized testing). The Montessori curriculum allowed kid to kind of avoid it, do the minimum without really learning concepts, while leaning into areas of strength and interest. We supplemented with math tutoring AND mathnasium over the summer. But our remediation wasn’t really enough. Kid is back in a traditional public school and super behind and struggling, with lots of math gaps. There was a lot we liked about Montessori. But at least in the middle school, kids can also take advantage of the the model to avoid topics they aren’t into.

Anonymous wrote:

Anonymous wrote:Can anyone who has had an older kid in Montessori in DC public or charter schools discuss how it worked for your kid? At EdFest most schools said a combo of “we let kids do the work that interests them” and “we incorporate all subjects so kids aren’t only doing the work that interests them but receive a well rounded education.” But how does this actually work for stubborn kids or kids who don’t like a certain subject? I just don’t get how your kid graduates ready to go to a liberal arts college where they need foundational knowledge in all subjects to succeed.

The only experience I can relate this to is my own growing up. I was pretty smart for my small town but I intensely hated math. Then once science started incorporating more math concepts I hated that too. I avoided both to the extent possible (mostly by taking classes where I could do more word problems and critical thinking/analysis instead of hardcore math). I did fine on the SAT math portion which was balanced out by my other score, got into a really good college, and then proceeded to get a D in the very math class I took first semester. I wish I had been challenged and taught more math earlier on, instead of just being able to skate by.

I also intensely hated math but feel that if I was in a Montessori school I would have actually understood it and might have even liked it or hated it less.

My kids will leave Montessori after 5th grade but co-sign what the other posters said about teachers ensuring kids are challenged. It is possible for kids in the short term to focus on what they like or just read, but they are pulled out for small group lessons and teachers do ensure that kids are taught everything.

Anonymous wrote:Is this why the test scores at Lee and Shining Stars and CHML are so low?

Anonymous wrote:Can anyone who has had an older kid in Montessori in DC public or charter schools discuss how it worked for your kid? At EdFest most schools said a combo of “we let kids do the work that interests them” and “we incorporate all subjects so kids aren’t only doing the work that interests them but receive a well rounded education.” But how does this actually work for stubborn kids or kids who don’t like a certain subject? I just don’t get how your kid graduates ready to go to a liberal arts college where they need foundational knowledge in all subjects to succeed.

The only experience I can relate this to is my own growing up. I was pretty smart for my small town but I intensely hated math. Then once science started incorporating more math concepts I hated that too. I avoided both to the extent possible (mostly by taking classes where I could do more word problems and critical thinking/analysis instead of hardcore math). I did fine on the SAT math portion which was balanced out by my other score, got into a really good college, and then proceeded to get a D in the very math class I took first semester. I wish I had been challenged and taught more math earlier on, instead of just being able to skate by.