A researcher, identified in the meeting as Dr. Martin, proposed a classroom research pilot that uses tactile manipulatives (Duplo blocks) and structured graph‑paper documentation to teach place value and addition/subtraction to early elementary students.
Dr. Martin outlined a three‑wave professional development and classroom coaching model: (1) initial introduction to the method for teachers, (2) in‑class hands‑on modeling and strategy work, and (3) one‑on‑one coaching. The method places counted blocks into column cells on graph paper, shows the teacher where to write digits and uses a “trading line” to convert groups of ten ones into tens — an approach Dr. Martin said fosters concrete understanding of base‑10 concepts and can be scaffolded to higher math (polynomial manipulation was cited as an analogous later use).
District staff said three elementary schools had volunteered to consider the pilot and that the research would use existing assessment infrastructure (Istation/IMSa) to measure outcomes; Dr. Martin requested student IDs and matched pre/post assessment data to analyze growth. Administrators and several trustees discussed cost, classroom fit and fidelity: one trustee noted similar hands‑on methods have been used locally and urged the board not to mandate a new formal program but to pilot the approach. Another trustee stressed cultural relevance and the importance of connecting math instruction to students’ lived experiences.
A board motion to approve the pilot/study passed 3–2 after roll‑call votes; the board requested that any pilot include a clear data collection plan, protection of student privacy (no names in the research dataset) and a short evaluation timeline so the district can assess whether to scale the method.