In a Lower School classroom at Pine Crest, a math lesson might begin with a simple question: What do you notice? What do you wonder?
From there, the conversation unfolds. Students share ideas, compare strategies and begin to see that math is not confined to a worksheet or a single correct method. It is something they can explore. “Our approach to learning is built on the belief that mathematical thinking happens everywhere," says Jason Foreman, Lower School Head at the Boca Raton campus. "It is never just confined to the classroom.”
That mindset is shaping how students experience math across the Lower School, where the focus extends beyond getting the right answer to understanding how and why a solution works. At the core of this approach is the belief that math is a way of thinking.
Students are encouraged to develop reasoning skills, make connections and reflect on their own thinking as they work through problems. “We’re trying to help students understand the big ideas,” said Mrs. Gerin Harris, Lower School Math Teacher on the Boca Raton campus. “It’s not just about getting the correct answer. It’s about reasoning, making sense of numbers and metacognitive thinking.”
Lessons often begin with “number talks,” short, discussion-based activities that invite students to engage with a problem in multiple ways. Because there is often more than one possible approach, students feel comfortable sharing their thinking and taking risks.
Over time, that confidence grows. “At the beginning of the year, students can be hesitant to share,” Mrs. Harris said. “But as they realize there are many ways to approach a problem, they become more willing to take a chance and explain their thinking.” For many adults, math was taught as a sequence of steps to follow and replicate.
Today, students are learning to approach problems with flexibility. “They’re developing a toolbox of strategies,” Mr. Foreman said. “While there might be a correct answer, the path to get there can look different for each student.”
Teachers model their thinking throughout lessons, helping students understand not only what to do but how to approach a problem. That emphasis on process helps students build confidence and independence.
The goal is to develop a mindset that extends beyond math class. “A mathematical mind is a problem-solving mind,” Mr. Foreman said. “It’s about being flexible and confident in tackling complex problems in any area.”
The way classrooms are designed also supports this approach.
Instead of rows of desks, students work in collaborative groupings that encourage discussion and shared problem-solving. Flexible seating allows students to choose environments where they feel most comfortable and engaged.
These spaces reflect the belief that learning is active and social. “When you walk into a classroom, the design of the environment communicates that we work together,” Mr. Foreman said.
Students regularly engage in hands-on activities, games and group work that make math accessible and inviting. Tools such as whiteboard desks and interactive displays allow students to work through ideas together in real time.
In one example, every classroom now includes a math game that has quickly become a favorite among students, reinforcing key skills through play.
“They’re excited to engage with math,” Mrs. Harris said. “As the school year progresses, they begin to see themselves as mathematicians who explore, create, problem-solve and critically think.” As students build their skills, they also develop confidence in their ability to think through challenges.
They learn to persevere, take risks and understand that struggle is part of the learning process. “It helps build a positive disposition where students are willing to take chances and work through complex tasks,” Harris said.
That mindset extends beyond the classroom. Students begin to see connections between math and other subjects, including science, reading and computer science, where problem solving and logical thinking play a central role.
The continued evolution of math learning at Pine Crest is supported by resources that enhance both teaching and learning. From classroom tools and collaborative spaces to professional development and new program opportunities, philanthropy helps make these experiences possible. Philanthropic investments also empower teachers to bring new ideas into the classroom.
“Philanthropy allows us to elevate how students experience mathematics,” said Dr. Lisa Ockerman, Vice President of Academics and Strategic Initiatives. “Through donor support, we’re able to invest in innovative resources, instructional tools and technologies that deepen conceptual understanding and empower teachers to design engaging, student-centered learning experiences. These investments help ensure that our students develop confidence as a problem solver and thinker.”
Emphasizing Dr. Ockerman’s words, Mr. Foreman added that “When teachers participate in robust professional development and have access to resources, like new technologies, visiting speakers or opportunities for field trips, lessons are more engaging both for the teachers and students.”
Looking ahead, the Lower School Math Enrichment Team, comprised of fourth and fifth grade teachers from both campuses, is exploring additional opportunities for enrichment, including a growing math competition program that has already sparked strong interest among students.
As new methodologies and programming are introduced, the goal remains the same: to help every student see math as something they can understand, explore, enjoy and apply to the world around them.