Mathematics Education

The overarching objective of all mathematical instruction in Amherst County Public Schools is to create and lead an environment where every child is thinking critically, every day.  Click on any of the links below to learn more about mathematics and its importance in ACPS. 

Dr. Brendon L. Albon, Instructional Supervisor for
Mathematics, Science & Gifted Education
balbon@amherst.k12.va.us 946-9386 x9556
 
ACPS Mathematics Pacing Guides    
ACPS Mathematics Plan (Forthcoming Summer 2016)    
Advanced Placement Courses    
Virginia Department of Education Mathematics    
Practice SOL Tests    
Computer Adaptive Testing    
24 Game    

Key Websites
IXL
i-Ready
Xtra-Math

   
Other Websites    
Mathematics Instructional Resources    

 

Elementary student learning math

The five core principles of attaining this is reflected through the Mathematical Process Goals as stated in the preamble of the Virginia Standards of learning.  Those being:

GOALS
 
The overarching objective of all mathematical instruction in Amherst County Public Schools is to create and lead an environment where every child is thinking critically, every day.  The five core principles of attaining this is reflected through the Mathematical Process Goals as stated in the preamble of the Virginia Standards of learning.  Those being:
 
Mathematical Problem Solving
Students will apply mathematical concepts and skills and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from real-life data and situations within and outside mathematics and then apply appropriate strategies to find acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students become competent mathematical problem solvers.
 
Mathematical Communication
Students will use the language of mathematics, including specialized vocabulary and symbols, to express mathematical ideas precisely. Representing, discussing, reading, writing, and listening to mathematics will help students to clarify their thinking and deepen their understanding of the mathematics being studied.
 
Mathematical Reasoning
Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will learn to apply proportional and spatial reasoning and to reason from a variety of representations such as graphs, tables, and charts.
 
Mathematical Connections
Students will relate concepts and procedures from different topics in mathematics to one another and see mathematics as an integrated field of study. Through the application of content and process skills, students will make connections between different areas of mathematics and between mathematics and other disciplines, especially science. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that reinforce each other.
 
Mathematical Representations
Students will represent and describe mathematical ideas, generalizations, and relationships with a variety of methods. Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should move easily among different representations: graphical, numerical, algebraic, verbal, and physical and recognize that representation is both a process and a product.
 
Curriculum
Instructional Foci as per grade band are as follows:
  • Kindergarten, 1st Grade, & 2nd Grade
    • In all classes the overarching emphasis in these classes is to focus on Number Sense.
  • 3rd Grade, 4th Grade, & 5th Grade
    • In all classes the overarching emphasis in these classes is to focus on Estimation, Computation and Fractional Thinking.
  • 6th Grade, 7th Grade, & Pre-Algebra
    • In all classes the overarching emphasis in these classes is to focus on Proportional Reasoning and Algebraic Functions.
Instructional Modalities
In all classrooms teachers are encouraged to implement the Concrete-Representational-Abstract means of introducing new concepts. The steps in this process include:
  • Concrete: The students can physically touch and manipulate objects to anchor their understanding.
  • Representation / Pictorial: The students are drawing representations to model their thinking.
  • Abstract: The students are doing “pencil-paper” math with an underlying conceptual understanding.
Instructional Strategies 
Instructional strategies employed by teachers are either defined as being “Gradual Release” or “Guided Mathematics Groups”.  These include:
Gradual Release
  • In this model the teacher instructs directly, which might include Q&A and multimedia
  • Students then work together in pairs or groups to investigate the new concept collaboratively
  • The last phase before initial assessment is to have students work independently
  • AKA: I do – We do – You do
Guided Mathematics
  • In this model students work in small groups, rotating through stations to approach a concept from multiple perspectives.
  • This gives teachers closer access to individual students for a more personal instruction.
Gradual Release Guided Mathematics
  • Starts with whole group mini lesson
  • Students work in pairs or small groups to practice skill
  • Students work independently
  • Includes activators and exit slips
  • Students pre-assigned to groups, by tiered data.
  • May follow a whole group mini lesson or begin at start of lesson.
  • Lesson guided by Rotation Chart
 
2016-2017 Mathematics Lead Team
Susan Williams, Teacher – Amelon Elementary
Andrea Wilson, Teacher – Amherst Elementary
Samantha McCormick, Teacher – Central Elementary
Diane Thompson, Teacher – Elon Elementary
Suzanne Bondurant, Teacher – Madison Heights Elementary
Melissa Carter, Teacher – Temperance Elementary
Linda Zabloski, Teacher – Amherst Middle 
Teresa Howell, Teacher – Monelison Middle
Michele Stenman, Teacher – Amherst Education Center
Donna Ratliff, Teacher – Amherst County High
Dr. Brendon Albon, Instructional Supervisor of Mathematics, Science & Gifted Education