Mission Statement

College Place School District students will develop a competent knowledge of basic math skills including organizing, evaluating, and synthesizing information to solve real-world problems. Students will be able to communicate mathematically, become competent problem solvers, and connect mathematics to their daily lives.

Philosophy Statement

We believe every student, regardless of ethnic background, language, gender or ability should have the opportunity to be educated to the upper limits of his or her intellectual potential. All students should develop an understanding of basic math and technological skills, problem solving strategies, and personal responsibilities as citizens, workers, and lifelong learners.

Schools should be places where learning and succeeding in mathematics is exciting and challenging; goals are clearly stated and expectations high. Schools should be equipped with manipulatives and state of the art technology including calculators, computers, and software. Teachers should focus on students' cognitive development and individual learning styles, serving as instructors, mentors, motivators, and facilitators. Educators, parents, community members, and students all share in this educational process.

Developmental Characteristics of Primary Aged Children (K-2)

• Are active, restless and energetic but can tire easily
• Need choices of activities to meet varying attention spans and learning styles
• Think concretely, largely bound by sight and senses
• Learn through observation and listening to adults and peers as well as through exploration
• Need repeated opportunities to classify, collect and work with manipulatives
• Enjoy learning by repeating patterns (e.g., music, rhythm, sequences)

Developmental Characteristics of Early Intermediate Students (3-5)

• Vary greatly in attention span
• Like to classify and form collections
• Can deal with two or more objects with 2 or more properties at one time
• Are beginning to make connections between the concrete and the symbolic
• Like to repeat tasks to show their competence
• Like to apply learned concepts to new situations

Developmental Characteristics of Students at Grade 5 & 6

• Tend to use peer group to test ideas
• Work well in groups but need structure
• May bring strong emotions to learning situations
• May challenge established norm
• Demonstrate capacity for critical and independent thinking
• Can deal with two or more ideas and properties at the same time
• Are beginning to see the relationship of ideas is what's important
• Are interested in issues of fairness and loyalty
• Like to grapple with authentic problems

Developmental Characteristics of Middle School Learners

• Are increasingly self-conscious and this may inhibit divergent thinking
• Are reluctant to publicly express the more humane emotions (caring, sensitivity, tenderness)
• Are capable of independent thinking but increasingly turn to the peer group as a frame of reference
• Need options to work independently as well as in groups
• Are increasingly able to make clear connections among the concrete, the symbolic, and the abstract
• Need clear limits and expectations and will test them
• Need opportunities for physical movement and kinesthetic learning

(Reprinted by permission of Edmonds School District; Edmonds, Washington)
Edmonds School District received assistance from The National Council of Teachers of Mathematics, The Mathematical Sciences Education Board, and Benchmarks: Project 2061)