A COHERENT VISION FOR MATHEMATICS

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March 30 2026

For information on admission to Notre Dame Prep, please click here.

Amid national concerns about declining math performance, Notre Dame Prep’s PreK-12 approach emphasizes foundational skills, conceptual understanding and real-world application.

Across the United States, concern over declining student performance in mathematics has intensified. Recent findings from the National Assessment Governing Board point to drops in 8th-grade achievement and continued challenges at the high school level, while research from institutions such as Harvard University highlights disengagement and gaps in foundational skills as key contributors.

At Notre Dame Prep, faculty across the lower, middle and upper schools describe a different approach — one grounded in consistency, inquiry and a clear throughline from early numeracy to advanced coursework.

“We want students to leave here knowing why they had to learn these concepts, rather than simply memorizing formulas,” said Michelle Garcia, upper school math teacher and department chair. “That is our overall objective for the curriculum across all three divisions.”

Building foundations through inquiry in the lower school

The school’s mathematics journey begins with its International Baccalaureate Primary Years Program (IB-PYP), where inquiry-based learning shapes how students first encounter numbers and patterns.

Paul Frank, lower school math specialist and IB-PYP coordinator, said the program balances conceptual thinking with skill development — particularly in response to post-pandemic learning gaps.

“To maintain student readiness, the math curriculum was thoughtfully adjusted by transitioning from a more exploratory textbook to a traditional, skills-focused resource,” Frank said. “This change was made to strengthen students’ foundational abilities, ensuring fluency with core concepts such as computation, number sense and problem-solving strategies.”

At the same time, the inquiry model remains central. Students explore mathematics through manipulatives, visual tools and guided discovery — an approach aligned with broader IB practices that emphasize conceptual understanding.

Frank added that this balance is intentional: “By balancing skill mastery with the development of strong math sense, this approach prepares students to transition seamlessly and successfully into the increased rigor of middle school mathematics.”

Reinforcing skills and confidence in the middle school

In the middle school, that foundation is reinforced with a structured sequence of courses designed to meet students at different levels while maintaining consistent expectations.

“For the most part, we have stayed consistent with both the content we teach and the courses we offer,” said Franci Atcho, middle school math teacher. He noted recent refinements, including the addition of Algebra 1AB, a course designed to support students who need a more gradual progression through Algebra 1 concepts.

Atcho emphasized that national declines in math proficiency often stem from gaps in basic skills.

“I think one of the biggest contributors to declining math proficiency is a lack of fluency in foundational skills,” he said. “When students haven’t mastered basic facts — such as operations with integers, fractions and decimals — it becomes much harder for them to access higher-level concepts.”

At Notre Dame Prep, daily practice and targeted support aim to address that issue early.

“To put it simply, trying to learn advanced math without those foundations is like digging a hole with a spoon instead of a shovel — you can get there, but it’s much more difficult and time-consuming,” Atcho said.

The program also reflects changes in instructional delivery. Following COVID-19 disruptions, the middle school shifted from traditional textbooks to workbook-based learning, encouraging more active participation during lessons.

Advancing toward application and rigor in the upper school

By the time students reach the upper school, they encounter a broad and rigorous curriculum that includes honors, Advanced Placement and International Baccalaureate pathways, as well as applied courses such as personal finance.

Garcia noted that while course offerings have remained largely stable in recent years, the department has introduced targeted supports to address gaps in readiness.

One example is the Algebra Foundations course, designed for students who need reinforcement before entering Algebra 1. “This course reviews the key concepts of Pre-Algebra and begins Algebra 1 to reinforce the fundamental skills these students will need throughout all math courses they will take in high school,” she said.

The program also reflects a shift toward more interactive and collaborative learning environments.

“Math classes are more interactive, particularly for our freshmen and sophomores,” Garcia said. “Students are up out of their seats doing problems with a partner while the teachers walk around checking their understanding.”

That emphasis on engagement is paired with real-world application. From modeling functions to hands-on labs — such as analyzing bicycle mechanics to understand gear ratios — students are encouraged to connect mathematical concepts to tangible experiences.

“We want them to develop a strong understanding of how to apply it,” Garcia said.

Addressing national trends with local solutions

Faculty across all three divisions acknowledge the broader challenges facing math education, particularly in the wake of the pandemic and the rapid rise of technology.

Garcia pointed to disrupted learning during COVID-19 and the growing presence of artificial intelligence as contributing factors.

“Students can now have AI do any math problem they don't know how to do by simply taking a picture of the problem on their phone,” she said. “This leads to students delaying doing their work or even coming in to get help.”

Atcho echoed that concern while also recognizing the potential benefits.

“Artificial intelligence can be a very valuable tool when used appropriately,” he said. “The key will be helping students learn how to use AI as a support tool rather than a shortcut — something that enhances their learning rather than replaces it.”

In response, the school has implemented measures such as collecting phones during class and increasing opportunities for collaborative, in-person problem solving.

A consistent philosophy across divisions

Despite differences in age and curriculum, a shared philosophy connects the lower, middle and upper schools: mathematics is not simply a set of procedures, but a way of thinking.

“The key learning goals across all three schools are for students to build a deeper understanding and appreciation of mathematics, while also developing their thinking and analytical skills so they can become effective problem solvers,” Garcia said.

That philosophy is evident in classrooms where students use manipulatives in the early years, build fluency through structured practice in middle school and apply complex concepts in advanced high school courses.

It is also reflected in the school’s emphasis on collaboration and integrity.

“We emphasize the school’s mission by encouraging students to act with integrity in their learning,” Garcia said. “We want them to be upright citizens who support their peers — helping others understand when they are struggling.”

Preparing students for what comes next

As national conversations continue about how to reverse declining math outcomes, Notre Dame Prep’s approach offers a model centered on coherence and continuity.

From inquiry-based exploration in the earliest grades to advanced coursework and real-world application in the upper school, the program is designed to ensure that students not only succeed in mathematics, but understand its purpose.

For Garcia, the most meaningful measure of success remains the moment when students connect with the material.

“What I enjoy most about working with students is watching them figure something out,” she said. “It’s exciting to hear them say, ‘Oh, I get it,’ or ‘This makes sense now,’ and to see them begin to enjoy what they’re doing.”

In that moment, she adds, the broader goals of the program — understanding, confidence and curiosity — come into complete focus.

For information on admission to Notre Dame Prep, please click here.

Comments or questions? mkelly@ndpma.org

About Notre Dame Preparatory School
"At Notre Dame Prep, we inspire our students to become the best versions of themselves. We challenge them through an experience of academic excellence, focused on active, project-based learning. We invite them to explore a world of opportunities beyond the classroom. We guide them as they grow in spirituality within a community strong in its Catholic and Marist identity."

Notre Dame Preparatory School is a private, Catholic, independent, coeducational day school located in Oakland County. Notre Dame Preparatory School's upper school enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame Prep's middle and lower schools enroll students in pre-kindergarten through grade eight. All three schools are International Baccalaureate "World Schools." NDP is conducted by the Marist Fathers and Brothers and is accredited by the Independent Schools Association of the Central States and the National Association of Independent Schools. For more on Notre Dame Preparatory School, visit the school’s home page at www.ndpma.org.