Didi Hari Krishnan


Math Review Updates
Overall Strengths:
● Strong commitment from all stakeholders to excellence in mathematics
● Overall strong performance in student achievement data
● Collaborative and dedicated faculty committed to student learning
● High access to curriculum resources and professional learning
● Evidence of rigor and challenge for students

Overall Areas for Growth:
Alignment across courses
● Consistent high quality teaching
● Interventions in the classroom and with learning support teachers
● Extension of learning in and outside the classroom
● Understand of requirements for courses
● Student wellness
● Parent engagement


  • Develop and share a schoolwide math philosophy of teaching and learning
  • Revise courses to ensure the curriculum and assessment is focused on depth, rather than breadth
  • Professional learning for faculty on consistent, high-impact mathematics teaching
  • Professional learning and systems for classroom intervention
  • Professional learning and further offerings for extension
  • Examine pathway/tracking options in middle school

Strategies for supporting our middle school mathematicians
1. Seeing Themselves as Mathematicians: A Critical First Step
Broaden the definition of math and have your children share their math stories.

2. Number Sense: Most Important Mathematical Concept in 21st Century K-12 Education
Number Talks, Strings, Puzzles, Wondering, Questioning

3. Productive Struggle: How Productive Struggle Sets Brains on Fire
Embrace confusion. Foster the mindset that math is figure-out-able. 

How might we foster stronger number sense?
1. Encourage your child to be playful with numbers and to go for quantity with their strategies. 
Build procedural fluency from conceptual understanding. Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

2. Math is figure-out-able! Encourage your child to actively spot the patterns and make predictions. Discourage memorizing without understanding. 
Solve one by one. Use the previous problem to help make connections with the problem that follows. Actively look for patterns and connections. 

3. Answer their question with a question:
● What do you know?
● What do you want to know?
● What have you tried?
● What could you do next?
● Can you explain what you were thinking?
● How do you know?
● What makes you think that?
● What math do you need to know to solve this problem?
● How could you represent the problem with a visual
representation (picture)?
● Is there another way you can model or solve this problem?
● What questions do you have after having tried to solve
this problem?
● Is your answer reasonable? Why or why not?
● What do you notice about…? What would happen if…
● What patterns do you notice…?
● What intimidates you about this problem? What if you
made that part a bit simpler?
● Are there any other problems you’ve solved that are
similar to this one?

4. Encourage them to mathematize and share their reasoning with you. Play games like Which One Doesn’t Belong? or do Open Middle tasks. 

5. Guesstimate often with any stats you see in the news and have fun! Or play games like Would You Rather…?

When helping students with math (and anything else):
● Ask questions instead of giving answers
● Teach into the process instead of the product
● Focus on the mathematician instead of the math
● Reflect on the learning instead of the results

Click here to access the slide deck.

Middle School Math Pathways Working Group
Parents on the MS Math Pathways Working Group will engage with students, teachers, counselors, and administrators to ensure all students have access to access higher level, rigorous mathematical experiences by exploring how the middle school might create a more equitable and inclusive math program. 

To apply for the working group, interested parents should:

  • Have personal interest and motivation to engage the SAS community in MS Math Pathways work
  • Be willing and able to commit time to the working group for the following morning meetings: Thursday, Nov 18, Monday, Dec 6, Thursday, Jan 27, and Thursday, Mar 17
  • Commit to SAS’s schoolwide math philosophy, student math practices, and teaching practices
  • Advocate for all middle school students

Click here to express your interest.

  • math
  • middle school
  • number sense
  • parent coffee



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Didi Hari Krishnan

Did you miss the high school PTA parent coffee on Monday, December 6? Our high school leadership team and high school students shared how we support student wellness in the high school and how we respond to student data and trends. Parents also shared tips and strategies with each other to support our students at home.