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“To infinity and beyond…”

“To infinity and beyond…”. Bow School District’s K-12 Mathematics Curriculum. Mathematics Committee Members Include: Bow Elementary School : Monica Swenson, Dannie Monahan, and Susan Kurtz Bow Memorial School : Katherine Haubrich, Sue Pribis, and Heidi Proulx

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“To infinity and beyond…”

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  1. “To infinity and beyond…” Bow School District’s K-12 Mathematics Curriculum

  2. Mathematics Committee Members Include: Bow Elementary School : Monica Swenson, Dannie Monahan, and Susan Kurtz Bow Memorial School : Katherine Haubrich, Sue Pribis, and Heidi Proulx Bow High School : William Dodge, Marcel Duhaime, and Joy Chaffee

  3. Process for the Mathematics Curriculum Team • Develop a district philosophy and goals. • Assess original curriculum. • Develop district-wide curriculum. • Revise new curriculum. • Choose format for curriculum access.

  4. Develop Philosophy and Goals Incorporate standards at the: National Level – NCTM State Level – GSE/GLE/Frameworks Local Level – District Standards

  5. Bow School DistrictMathematics Curriculum Philosophy The development of a strong foundation of mathematics is crucial to functioning in today’s technological society. The Mathematics Curriculum is designed for students to acquire the essential skills and knowledge through participation in sensory-rich, hands-on, minds-on activities and discussions. Students construct their own understanding from these experiences. Students also direct their own learning at times by planning and completing investigations. Math instruction emphasizes the use of mathematics to solve problems, communicate mathematically, and reason mathematically in real world situations. Drafted by the K-12 mathematics committee November 8, 2005

  6. Bow School District’s Mathematics Goals Through the Bow School District’s Mathematics Curriculum, all students will develop: • a firm grounding of essential skills in number and operations, algebra, geometry, measurement, data analysis and probability; • strong mathematical reasoning (proof) and problem solving abilities; • the ability to communicate and apply their understanding of mathematics effectively through multiple representations; • the ability to make mathematical connections across the curriculum and to their lives; • the ability to use appropriate technology to solve mathematical problems; • respect and appreciation for mathematics in order to foster the development of mathematically literate citizens. Drafted by the K-12 mathematics curriculum team November 8, 2005

  7. Assessing Original Curriculum • Compared the original curriculum to the GSE/GLE/Frameworks. • Compared the original curriculum to the updated NCTM standards.

  8. Developing the District-Wide Curriculum • Determined needed changes to the original curriculum. • Developed the new curriculum using the GSE/GLE/Framework as a foundation.

  9. Reviewing the New Curriculum • Reflected back over the curriculum with the following questions considered: • Does it include pedagogy? • Does it include best practices? • How well does the curriculum align from grade to grade and building to building? • Made necessary adjustments.

  10. Formatting the New Curriculum Wanted a format that allowed for: • A clear vision for the school district as to what each class entails; • Variations in accessibility (teachers, schools, and community); • Future related additions (in resources, course syllabi, touchstones); • And a model for other curriculum work in various subjects.

  11. Understanding the Database • Strand – Six core areas of mathematics study. • Grade – Level at which proficiency in each skill should be reached. • Stem – Numbering process for expectations/competencies by grade (corresponds to GSE/GLE/Frameworks). • Expectations/Competencies – Main curricular focus that is similar across grades. • Skills – Specific skills targeted to meet the expectancies/competencies. • Course Name – Syllabi for the Bow High School courses offered.

  12. Search Functions of the Database • Sort the database to view each concept and the progression of related skills within a grade or across grades. • Sort the database to view progression of stems across the grades. • Search the database for a keyword, such as “circle” or “angle” to find where the concept is taught.

  13. What next? • Training on the use of the database for administrators, staff and community. • Program Evaluation • Collect data from NECAP and NWEA testing. • Survey students, parents, and staff for feedback on the new programs and new curriculum. • Review program and curriculum to determine any additional changes. • Formatting other curricula.

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