Transforming Math Education: A Rural Wisconsin School’s Success Story
In a nation where most fourth graders struggle with math proficiency, a rural school in Wisconsin has managed to reverse this trend. Winskill Elementary has embraced a new teaching approach that has remarkably improved its students’ mathematical capabilities.
According to the National Assessment of Educational Progress, often referred to as the Nation’s Report Card, only 39% of fourth graders nationwide demonstrate proficiency in math. Winskill Elementary once mirrored this statistic, but a shift in teaching strategies has propelled nearly 80% of its students to meet or exceed grade-level expectations. Wisconsin Public Radio’s Corrinne Hess visited the school to uncover the methods behind this transformation.
On a typical Tuesday morning, fifth-grade teacher Missy Sperle engages her class with a practical math problem about budgeting. “Does everybody know what a budget is?” she asks, as students work together to solve whether teachers adhered to a hypothetical $60 shopping and lunch budget. “Keep in mind, like, Mrs. Sperle bought four bottles of hand lotion for $3.78,” she explains, as students tackle decimal calculations.
No longer are students confined to rows of desks, completing repetitive worksheets. Instead, they gather around large whiteboards, collaborating to solve problems. “So I went over by 5.92,” one student remarks, illustrating the interactive learning environment. This shift from traditional teaching methods began nearly a decade ago, when Principal Brad Sturmer joined the school and noted that fewer than half of the students were proficient in math, a figure close to the national average.
“The research will tell you that kids that struggle at mathematics after third grade are likely going to struggle in mathematics for the long haul,” says Sturmer. He initiated a change in the school’s math instruction, focusing on understanding the underlying principles of math rather than mere memorization of formulas. “Comes down to teaching the why behind mathematics, how things work, not just teaching tricks,” he explains.
At Winskill, students learn through practical examples, such as slicing a pizza to grasp fractions or utilizing a budget to comprehend decimals. While this approach may take more time, it ensures a deeper understanding of mathematical concepts. Sturmer, a former math teacher himself, believes this method could be effective in any educational setting.
In Missy Sperle’s classroom, the use of whiteboards and peer collaboration keeps students engaged. “I do a lot of collaboration. The kids – I don’t do a lot of talking in my math class just because the kids learn so well from each other,” she notes. The focus is on student interaction rather than teacher-led instruction.
Winskill’s success is a collaborative effort among all math teachers who consistently emphasize the fundamental reasons and processes behind math concepts. By the time students reach Sperle’s class, they are well-equipped to solve complex problems like budgeting.
Recognizing her exemplary teaching, Sperle was named one of six Wisconsin finalists for the Presidential Awards for Excellence in Mathematics and Science Teaching last year. This accolade reflects her dedication and success in fostering a robust math curriculum at Winskill Elementary.
