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Cinnaminson math department outlines data-driven teaching and classroom technology
Summary
Director Nicole Arbalez and math teachers presented district strategies — professional learning, center-based instruction, dynamic small groups and targeted use of adaptive technology — aimed at boosting number sense and equity in math across grades.
Nicole Arbalez, the district’s director of mathematics, told the Cinnaminson Township Board of Education that the district is prioritizing professional learning, data-driven instruction and targeted classroom technology to strengthen math outcomes.
Arbalez opened the math-department presentation by saying, "success in math is the foundation to opportunity," and described three pillars of the program: professional learning for teachers, data-informed grouping and the strategic use of technology aligned to standards.
Classroom practices highlighted: First-grade teacher Samantha Hoos described center-based learning and manipulatives for hands-on practice; middle-school teacher Laura Curran explained dynamic second-session grouping that responds daily to student needs and a "building-thinking-classrooms" model that lets teachers observe student work at vertical whiteboards. Algebra teacher Brett Jenkins described district use of adaptive platforms (he cited "Alex" at the high school and other tools that allow teachers to see student thinking, including spoken explanations) that aim to provide immediate feedback and reveal students' reasoning rather than just answers.
Arbalez said the district has also narrowed calculator use (grades 6–12) to foster number sense and is implementing AI- and adaptive-based tools to tailor practice and diagnostics. The presentation included examples of extracurricular engagement — a math-and-literacy night, a middle-school "math glow" day, and a math carnival where high-school students designed more than 35 stations for younger students.
Board reaction: Trustees thanked the presenters; no policy or instructional votes were taken. The presentation was positioned as a progress update rather than a motion for action.
What’s next: Staff said they will continue professional development, monitor program impacts through assessment data and report back to the board in future curriculum sessions.
