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Montessori Math Curriculum

The director explained that Montessori math lessons focus on concrete materials rather than paper and pencil work, allowing students to master skills before moving on, which differs from more linear state standards. While NWEA scores may not fully reflect student proficiency with Montessori's approach, the school works to align lessons to standards and implement supplemental support like workbooks and online programs to improve scores. Communicating the hands-on, real-life application of Montessori math lessons helps parents understand scores may not adequately capture their child's mathematical abilities.

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810 views2 pages

Montessori Math Curriculum

The director explained that Montessori math lessons focus on concrete materials rather than paper and pencil work, allowing students to master skills before moving on, which differs from more linear state standards. While NWEA scores may not fully reflect student proficiency with Montessori's approach, the school works to align lessons to standards and implement supplemental support like workbooks and online programs to improve scores. Communicating the hands-on, real-life application of Montessori math lessons helps parents understand scores may not adequately capture their child's mathematical abilities.

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Indicator 4: Math Growth

Goal:​ Over the period of the contract, WLS students will demonstrate growth in math as measured by state
assessments and nationally normed assessments.

WBWF Goal Areas Addressed by this Goal:


Career and College Ready

Key Measures & Results for this Goal: ​During the 2017-18 academic year, 59.7% of students met their projected
RIT growth from fall to spring. This is down slightly from FY17.

NWEA Math – Grades 1-8


World Learner School
Count Meeting Growth Count Tested in Fall Percent Meeting Growth
Target and Spring Target

FY15 73 195 37.4%

FY16 109 193 56.5%

FY17 87 142 61.3%

FY18 120 201 59.7%

In 2018, WLS students were identified by the MN Department of Education as 48.6% “On Track for Success.”
MATH 2015 2016 2017 2018
Percent of students “On Track for Success”
40% 55.2% 50.0% 48.6%
Percent of students making High, Medium, and Low Growth
High 27.7% 27.0% 23.0% 20.4%
Medium 49.6% 50.5% 47.0% 50.4%
Low 22.7% 21.9% 30.0% 29.2%
Interview with Deana Siekmann- WLS Charter School Director

1. Describe the difference between math lessons in a traditional school versus Montessori math
lessons.

The main difference is the lesson focuses on the concrete material rather than paper pencil.
Repeating the skill until it is mastered, and then using the material to scaffold to the next objective
is the basis of Montessori math.

2. Describe your thoughts on the challenge of teaching students math based on the Montessori
philosophy, yet having mandated state testing that measures math success in a different way
than students are taught.

The main difference observed is that kids don’t always learn in the linear way the standards are
written and the way the standards expect proficiency. We are challenged in “following the child”
as well as keeping up with the progressing standards the state outlines.

3. Do you feel student NWEA scores (math) are truly representative of Montessori student
proficiency in the area of math?

I don’t believe scores are indicative of proficiency, but instead indicative of growth. Children aren’t
always motivated by the test, and using a snapshot from one day does not always feature the
best growth. Montessori students are well rounded, and some of the skills they have mastered
are not measured on a standardized test.

4. What work has your school done to ensure all math standards are being addressed with students,
when using a curriculum (Montessori albums) that are not standards based?

We spent time aligning the standards to the Montessori albums, and identifying where the
Montessori album might have holes. We then created lessons to fill in missing standards. We
need to make sure we are implementing this scope and sequence and there is fidelity across
levels in order to see continued student success.

5. What work has your school done to improve student proficiency in math?

We have done a variety of different things including bringing in a math specialist as well as the
MN MathCorps for tier 2 students. Teachers also use a daily math workbook that includes
spiraling lessons to supplement the Montessori curriculum. IXL and MobyMax are also used in
some classrooms.

6. How do you communicate with parents the value of Montessori math lessons, when reported
state test scores are not ideal?

We try to provide parent education that allows parents to see the lessons their children are
getting, as well as gain an understanding of the concrete materials and the scaffolding process
involved in Montessori. When parents see their child using math in real life scenarios, they begin
to trust and understand the value of Montessori math lessons and materials.

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