Singapore Math is Olivet Academy’s anchor curriculum. Singapore Math is based on the highly successful mathematics program of the nation of Singapore. A 2010 New York Times article highlighted Singapore Math’s success, hands-on approach to elementary learning, and increasing popularity in public school systems in the United States. Singapore Math aims to teach children the higher- order mathematics skills necessary to become global thinkers and leaders by promoting a deeper understanding of numbers and math concepts. Students are initially taught at a slower pace in order to place a strong foundation in the core mathematics concepts – number sense. The program also emphasizes visual and hands-on aids for primary learning.
Singapore Math provides significant professional development opportunities, ensuring that teachers have the opportunity to become highly skilled educators in the Singapore Math method. Singapore Math is closely aligned with the Common Core Learning Standards for New York, ensuring that students learn mathematical concepts in line with state standards.
OA teachers will also participate actively in professional development with Mathematics in the City (MitC) and Metamorphosis in order to develop their own skills as curriculum writers and analysts of student learning in the area of mathematics. Metamorphosis was founded by Lucy West as a national center of research, curriculum development, and professional development for K-8 mathematics education. MitC was established in 1995 by Professor Cathy Fosnot, as a collaboration between the City College of New York and the Freudenthal Institute, University of Utrecht, the Netherlands. It has received funding by the National Science Foundation, the Exxon-Mobil Foundation, and the Department of Education of New York City. Through the years the project has expanded; today it functions as a think tank and center of professional development for mathematics education. The program guides teachers towards developing their classrooms into mathematics workshops in which learners are engaged in inquiry, worthwhile mathematical tasks, proving their thinking, and communicating it to their peers. Implicit in the work of the center is the belief that context, representation, and discourse are critical to learning.