Math

The Blue Man Creativity Center's mathematics program reflects our commitment to teach math in a way that, above all else, is fully intelligible to children. In our experience, when children are made aware of the real-world application of math, the mastery of new concepts and procedures becomes a challenge that they look forward to with true enthusiasm. Our program is structured to build children's competence and confidence, maximizing their chances of success.

Our pre-K through elementary school mathematics curriculum meets the standards established by the National Council of Teachers of Mathematics (NCTM), but does so in a way that is informed by the natural curiosity and developing interests of children in our program. We feel that this balance honors the unique abilities and needs of every child, and provides the optimal conditions for their achievement in math.

At all age levels, the exploration of numbers and their functions is facilitated by the extensive use of hands-on learning tools including pattern blocks, base 10 blocks, geoboards, 100s boards, multi-link cubes, unifix cubes and cuisenaire rods. For younger children, use of such tools clearly illustrates the concrete values of abstract numbers. For older children, these tools will serve as a means by which to observe the "hidden" workings of mathematical functions.

The lessons that lead to children's mathematical fluency start in pre-K and continue through the grades, with a special emphasis on the NCTM's Number and Operations and Problem Solving Standards.

Early study of numbers and operations teaches basic number sense, numeration and computation. Children will develop proficiency with counting, reading and writing numbers, sorting and classifying numbers, cardinal numbers, sets and graphs. Beginning addition and subtraction may be taught as early as pre-K, with highly visual, prop-based lessons that combine, separate and recombine groups of objects.

When it comes to problem solving, children are taught to first identify or "frame" a given problem. Teachers help children explore the parameters of a problem, consider possible ways to solve it and then produce the best solution. By acting as a guide (rather than the source of the solution) our teachers help children build the skills and confidence to tackle increasingly complex problems on their own.

Other standards-based math studies include spatial relations, patterns, probability, algebra and statistics. Each of these will be presented in a developmentally appropriate manner, when the children are ready. Additionally, children are taught how to best communicate their mathematical understanding both in writing (as numbers on a page) and verbally-a skill critical to presentation and collaboration.

As children reach the upper elementary grades, they will move beyond the requirements of the NCTM standards. We will further their proficiencies with the four fundamental operations (addition, subtraction, multiplication and division) and introduce the study of fractions. Children will deepen their understanding of place value, master telling time, begin formal geometry, expand their knowledge of measurement through the use rulers, scales and other tools, and calculate areas and volumes. They will infer and predict, use visual and spatial memory, and begin to comprehend how seemingly disparate mathematical concepts are closely related.

Children work individually, with partners or in groups, depending on the task at hand. Younger children often problem-solve alongside parents, teachers and peers to help them develop the strong foundation necessary for future mathematical success. At all levels, group discussion teaches children to consider multiple points-of-view and that, for every problem, there are multiple roads to a solution.