GREENWICH — According to the World Economic Forum, about 65 percent of current primary school students will have jobs that do not exist today.

How do teachers prepare students for a world they do not know?

Graham Fletcher, former classroom teacher and math specialist, led of series of workshops for educators at Greenwich Country Day School on Monday and Tuesday aimed at rebuilding math education for that future.

“Math is so much more than just answer-getting,” said Fletcher. “When a student has self-intrinsic motivation to do something, they’re going to go far and above what you want them to do.”

More than 75 educators from public and private schools in Connecticut, New York, Rhode Island and as far as the Washington, D.C., metro area traveled to GCDS to participate in the two-day conference called “Harnessing the Power of Progressions.” Parents were invited to participate Monday evening.

In his interactive workshops, Fletcher, who has presented his ideas nationally and internationally, urged educators to bring wondering and real-life context back into the math classroom. Dismiss workbook word problems and reintroduce relevant problem-solving and models, he suggested.

Johnna Yeskey, dean of faculty and academic programs at Greenwich Country Day, said, “We have been so lucky to have Graham come to campus for two days. We’ve just spent the day really getting involved in applied math and have had so much fun.”

The school planned the conference for six months, said Trish Kepler, lower and middle school math coordinator for Greenwich Country Day School. They chose Fletcher for his expertise and his passion, she said.

“He brings kind of the best of all worlds,” she said. “Not only does he do this on a professional basis, it’s very personal for him.”

Greenwich Country Day has been transitioning to Fletcher’s model of math learning over the past two years. Already students’ math classes look very different from what their parents experienced, she said.

“Certainly, the way we were learning when we were in school was very procedurally-focused, very answer-driven,” she said. “It wasn’t really supported by a lot of conceptual understanding, so the shift in mathematics education now is to develop student mathematicians who understand why algorithms work, why they are executing a particular formula in the way that they are.”

Schools now focus on “developing students mathematicians who are problem-solvers, who persevere, who are resilient,” she said. “You don’t develop those kinds of habits of mind when you are doing pages of naked number problems.”

Greenwich Country Day’s math students work at round tables, pose their own questions and experiment to find answers, said Kepler. The teacher no longer stands at the front of the room and delivers knowledge lecture-style.

“There is really a shift from the teacher as a deliverer of mathematics knowledge to the teacher as a facilitator to help students get to an understanding,” she said.

emunson@greenwichtime.com; Twitter: @emiliemunson