Mentoring Mathematical

Minds Curriculum Project

BY: ABBEY ANSLEY AND
MISSY RANKIN
Mentoring Mathematical Minds
Curriculum Model

Consists of two different projects called Project M3 and M2

This project is funded by the US Department of Education
This curriculum model is
Project M2

Background:
A program developed based on the Project Mentoring Mathematical
Minds which is for kindergarten through second graders.
Units are focused on geometry and other measurement
Based on common core standards
Focuses on the oral and written language of math
Students think and act like mathematicians by:

Students make sense of problems and persevere in problem solving.

Students construct viable arguments and critique the reasoning of
others.
Students model with mathematics to solve real-world problems.
Students use appropriate tools strategically.
Students attend to precision by communicating with appropriate
mathematical vocabulary.
Each geometry and measurement unit:

Engages students in critical and creative thinking and problem solving;

Encourages students to communicate verbally and in writing like
practicing mathematicians;
Is differentiated to meet the needs of all students;
Differentiation Within The Program:

TheSupporting Studentsection provides the following: suggestions on how to

provide experiences with prerequisite skills or concepts, Hint Cardsthat can be
provided to individual students or, at times, to the entire class (on an overhead
transparency) to move the students thinking forward and allow them to
successfully engage in the units investigations.
Think Beyond Cards: provide differentiation so students can work at their own
level of understanding, are for students who have a firm grasp of the concepts
presented in the lesson and are ready for increased challenge, ask students to
expand their knowledge using deeper, more complex reasoning, can be used in
lieu of or in addition to the Think Deeply question to write about in their
Mathematicians Journals, and might be used to create a center for students to
go to as an enrichment after completing other work throughout and after a
lesson.
Project M3:

Background:
Why This Model Meets The Needs Of Gifted
Students:

Advanced Communication Skills (ACS) Elements:

The student uses a variety of multi-media and innovative technology to create illustrations, models, charts,
tables, and graphs as tools for communication.
The student maintains a journal or log for self-reflection and/or self-evaluation.
Creative Thinking & Creative Problem Solving Skills (CPS) Elements
The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem
solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution,
implements solution, and evaluates solution).
The student tolerates ambiguity when solving problems.
The student recognizes and assumes risks as a necessary part of problem solving.
The student monitors and reflects on the creative process of problem solving for future applications.
Higher Order Critical Thinking Skills (HO/CTS) Elements
The student asks probing, insightful, and relevant questions.
The student traces the source of any large disparity between estimates and calculated solutions to problems
and resolves the disparity.
Evidence That The Model Is Being Used:

A case study of Project M2 was completed upon the development of the

program. Students and teachers in 11 schools of varying socioeconomic
levels in Connecticut, Kentucky, South Carolina, and Texas participated
in Project M over a 5-year period.
Won National Association of Gifted Children Distinguished Curriculum
Award in 2010, 2011, 2012
Resources:

http://projectm2.uconn.edu/