Test results released by the National Assessment of Educational Progress in the fall of 2022 revealed significant declines in American students’ mathematics performance, laying bare the challenges of gaining proficiency in math during the height of the COVID-19 pandemic. At Peddie, many believe that our students avoided much of the so-called “COVID Slide” because of the unique teaching method of the Mathematical Problem Solving (MPS) class.

In MPS classes, students conduct cooperative analysis and thoughtful deduction in groups while teachers attentively guide and troubleshoot. The courses blend algebra and geometry work, allowing for continuous focus on both concepts throughout two years. MPS has been part of the Peddie math curriculum since 2016, and continued seamlessly over Zoom when COVID interrupted in-person learning.

While the transition to this learning style pushes some students outside their comfort zone when they arrive at Peddie, others appreciate the challenge of puzzling through problems collaboratively and taking greater ownership of the learning process.

“The environment of MPS is vastly different than any math class I’ve ever been in,” said Anjali Sudarshan ’25. “Being able to work through problems, side-by-side with my peers, creates such a supportive environment and builds a spirit of camaraderie.”

Sean Li ’25 is similarly impressed by the curriculum. “By doing problems and being guided along the way, I am able to familiarize myself with new topics and understand them at a deeper level, rather than just memorizing formulas or equations,” he said. “This adds an exciting element to learning math, especially when you are able to dive into difficult problems and have ‘aha’ moments when you figure out a way to approach the problem.”

The ongoing effort to support incoming students, who may have weaker math skills in the wake of COVID-19, is well represented in MPS. Moreover, by focusing on collaborative problem-based learning, MPS allows students to develop skills that have real-world applications.

“We have a phrase, ‘productive struggle.’ We expect students to struggle sometimes and to ask themselves, ‘Why can’t I solve this problem? What’s the thing I need?’ And when they see the solution to it, usually by another student, it’s ‘Oh, okay. Now I see it!’” — Math teacher and Chair of STEM Research and Development Committee Tim Corica

Mathematics faculty, including Department Head Marc Buchner, Math teacher and Chair of STEM Research and Development Committee Tim Corica, along with Associate Head of School Catherine Rodrigue, outline how MPS works for Peddie students.

Conventional Mathematical Instruction
Teacher lectures at board; students sit at desks, taking notes.		Teachers ask students if they understand
Mathematical Problem Solving
Classroom Instruction	Math classroom tables are grouped together in pods rather than rows of desks to facilitate collaboration. Students actively collaborate and wrestle with problems, often up at the whiteboard, while the teacher attentively guides and troubleshoots.	MPS allows more time for students to process solutions to problems in collaborative groups. It teaches patience and reinforces the process of problem-solving. It also emphasizes that there are multiple solutions to mathematical problems.