Exploring Math Learning in Middle School

Welcome to the seventh episode of Season 5 of the WAB podcast. In this episode, we were joined by four Grade 8 students - Adrien, Elsa, Gustav, and Veronica, along with their Maths teachers Tracey Brown and Karen Jewett. Together, they had a comprehensive discussion about maths learning in WAB’s Middle School, diving into the differences between self-directed learning and teacher-directed learning. The students also highlighted their favorite aspects of learning maths at WAB and the reasons behind them.  

Tracey provided an overview of the personalized maths learning in our Middle School. She emphasized how each student is a unique learner, acknowledging their diverse learning preferences, styles, and interests. She introduced that every student is paired with a math mentor with whom they regularly collaborate to craft a customized learning plan tailored to their individual needs. In their class, students are offered Teacher-Directed Learning (TDL), characterized by traditional teacher-driven instruction, and Self-Directed Learning (SDL), where students engage in small group or individual learning guided by a teacher. Regular progress check-ins occur, and math mentors aid students in making optimal learning decisions.  

Grade 8 student Veronica expressed her appreciation for SDL, emphasizing the freedom to progress at her own pace. She noted the flexibility to study independently, irrespective of others' levels of understanding. Her peer Gustav highlighted the freedom of choice in SDL, and he shared he personally favored TDL. 

In terms of learning environments, 8th Grader Elsa shared her fondness for studying in the booth, a designated space where students can gather around a table to create a learning-focused atmosphere. She mentioned this helped her focus on her studies, but also allowed her to also easily reach out to her peers for help.  

Karen outlined the process of integrating new students into the Middle School math program, emphasizing a comprehensive onboarding process. New students are paired with a partner and work closely with a math mentor to navigate the transition. The school also makes an effort to understand students' prior learning backgrounds to identify similarities and differences, ensuring a smooth adjustment to the personalized learning plans and meeting individual needs. 

When discussing their aspirations for High School, Veronica expressed interest in Advanced Calculus, Elsa leaned towards Geometry, and Adrien emphasized the significance of giving his best effort and remaining open to diverse learning opportunities as he progresses in his mathematical journey. 

Tune in to listen to more student insights on how they learn maths and how their teachers support them.