Re-thinking acceleration practices will include creating coherent pathways that preserve the entire breadth and depth of K-8 mathematics discovering. If– and how– your district should reassess its middle school math velocity practices, Below are four steps to figure out.

Most current posts by eSchool Media Contributors
( see all).

There is another way the term “velocity” can be utilized in mathematics, however, and that relate to moving trainees beyond grade-level instruction. Often 5th grade students are accelerated into 7th grade math, or 8th grade students are sped up into Algebra 1.

In the past, it was typical practice for trainees to “skip” grades, since there was redundancy in the middle school requirements. Prior to this position, Liz was Vice President of Middle Schools for the Kansas Association of Teachers of Mathematics and the K– 12 Math Coordinator for Wichita Public Schools. Her specialized is helping K– 12 mathematics educators analyze progressions in the standards through interactive workshops utilizing designs, tools, manipulatives, and mathematical discourse.

Step 1. Unite an advisory group that consists of representation from key stakeholders, including middle school math instructors and principals, high school mathematics instructors and principals, primary and middle school talented teachers, high school therapists, and parent/family members or a family liaison.

Research shows this is not ideal for lots of students and is often detrimental when trainees are wrongly sped up. Given this research, along with the results of the pandemic, the existing practices of this velocity requirement to be re-examined as some students may have spaces in learning which will be intensified through an aggressive acceleration program.

Liz Peyser, National Director of Content and Implementation, Curriculum AssociatesLiz Peyser is a National Director of Content and Implementation with Curriculum Associates. Prior to this position, Liz was Vice President of Middle Schools for the Kansas Association of Teachers of Mathematics and the K– 12 Math Coordinator for Wichita Public Schools. Her specialized is assisting K– 12 mathematics educators translate progressions in the requirements through interactive workshops using models, tools, manipulatives, and mathematical discourse.

As the pandemic continues to impact another school year, a lot of focus has actually been on “accelerating knowing,” which is about keeping on-grade level direction or infusing pre-requisite skills in the direction so trainees can access on-grade level instruction.

In the past, it was typical practice for students to “skip” grades, because there was redundancy in the middle school standards. Every grade has new content and does not re-teach material from the previous grade, however includes to it.