Math Talk and Multiple Methods: Home Strategies for Success with Bridges Math

In September 2024, Bloomfield Hills Schools adopted the Bridges in Mathematics curriculum for elementary classrooms. Bridges incorporates several consistent practices, including real-world problem solving, hands-on games and activities, and daily exercises to reinforce mental math and number sense. For families looking to meaningfully support mathematical learning at home, two Bridges practices may be particularly useful in everyday life: the multi-strategy approach and regular mathematical discourse.

Multi-Strategy Approach: Choice and Flexibility in Mathematics

Bridges draws on research that shows students build stronger conceptual understanding when they explore multiple approaches to solving a math problem. Different strategies appeal to different learners, so the math is intended to be flexible while still ensuring a solid understanding of fundamentals. 

At times, parents and caregivers may see math they recognize, like classic long division, or “carrying the one” when adding multi-digit numbers. These methods are still taught in Bridges, along with more visual or conceptual strategies that reinforce why the math works. For example, number lines can be a helpful resource to add or subtract, and the “half 10 strategy” is helpful for quickly multiplying any number by five. Ultimately, students are encouraged to use the strategy they find most intuitive.

Even within a particular strategy, students may choose to execute it differently. Sarah McLeod’s grade 2 class at Conant recently used a number line to solve 98 – 49. Beginning with 98 on the far right, several students shared that they “hopped” backwards by 20, 20, then 9, to reach an answer of 49. However, Ayla Lefkowitz did it slightly differently: she hopped backwards by 20, 20, then 10, then hopped forward by one. Ayla explained to the class, “I thought it was easier to take away 10 and then add one back.” The class was intrigued by Ayla’s method and listened intently, and Mrs. McLeod explained that both ways are correct.

Math Talk: A Crucial Component

When more than one method is acceptable for solving a math problem, students need to effectively explain how they arrived at an answer. Speaking about it also strengthens a student’s understanding of the content. Bridges therefore builds in purposeful math discourse, or “Math Talk,” as part of math lessons. Visitors to any BHS elementary classroom during math time can expect to find a lively and talkative group!

Bridges lessons are intentionally designed to include various entry points, many of which involve collaborative discussions between students to spark mathematical thinking. Often, teachers pose a problem and ask students to discuss possible approaches. The teacher might say, "Turn to the person next to you, but don’t tell them the answer. Talk about how you could get the answer.” With this purposeful questioning, the focus stays on reasoning rather than speed. By focusing on how students think, these discussions support deeper understanding and stronger problem-solving skills.

Bridges encourages the use of specific phrases that foster healthy discourse. When students say, “I agree because” or “I also did something similar,” it adds to the discussion and builds connection among peers. Meanwhile, phrases like, “I respectfully disagree,” or “I think a more efficient strategy might be,” challenge students to consider alternatives. Katy Kristl, grade 3 teacher at Way, noticed that math discourse also builds a sense of safety and confidence among classmates. “Students understand that we learn from our mistakes,” said Kristl. “Therefore, they are more willing to share their thinking and take risks."

How to Support Young Mathematicians at Home

Families can explore multiple strategies and engage in math discourse in everyday life. While playing a board game that involves adding numbers, ask your child what thought process they used. Or if a recipe requires two cups of flour, pull out various measuring tools and ask your child, “How do you think I could measure the flour?” Consider discussing the various ways to reach the same total. The more students practice sharing their thinking and considering alternatives, the more comfortable they will be with math discourse at school.

Using math vocabulary in everyday life is also helpful. Bridges makes online flashcards available; simply use the controls at the bottom to select your child’s grade or unit of study. At the dentist’s office, consider discussing the attributes of items in the waiting room (characteristics such as color, shape, size, etc.). Or if your child is with you on a grocery trip, discuss which produce items have rotational symmetry (the property of a shape that can be turned less than one full turn and look exactly the same). Hearing these words in everyday life will reinforce the concepts and help students improve mathematical fluency at school.

By discussing different strategies at home, and using everyday moments to practice Math Talk, families can reinforce the confidence and flexibility that Bridges builds in young mathematicians.