In order to prepare all students to cope with an ever changing world and the ensuing mathematical challenges with competence and confidence we have a program that does the following things:
- Aligns with the Maryland Voluntary State Curriculum (VSC)
- Produces a Balanced Mathematician as defined by one who is flexible, efficient and accurate across all the content strands: algebra, geometry, measurement, data and statistics, probability, number and computation and mathematical processes.
Key terms:
- Flexibility: a student is able to generate a solution to a problem using several strategies and then communicate those strategies mathematically.
- Efficiency: by the intermediate grades a child is able to perform mathematical computations quickly
- Accuracy: a student is expected to get a correct answer
Expectations:
By the time a student enters third grade,
• they will be expected to be flexible and accurate in their mathematics
• they will also be expected to communicate their thinking mathematically using numbers, symbols, pictures and/or words.
By the time a student enters 6th grade,
• they will be expected to be fluent and automatic in their math facts while using efficient numeric strategies for addition, subtraction, multiplication and division so that they are equipped to solve higher-level problems.
• they will also be expected to be flexible in their approach; able to solve a problem in more that one way; and able to communicate clearly what their strategies are and why they work. This is expected across all content strands (algebra; geometry, measurement; data and statistics; probability and number).
By the time a student enters algebra,
• they are expected to be able to assimilate algebraic concepts and processes as a result of a highly rigorous middle school mathematics program.
By the time a student graduates from high school,
• they are expected to be able to approach new challenges through mathematical investigation, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others.
We recognize that a program is more than a collection of activities; it must be coherent, focused on important mathematics and well articulated across the grades. (PSSM 2000, Curriculum Principle)
We recognize that the content and the processes of mathematics are inextricably linked (PSSM 2000) and students must understand the why of mathematics as well as the how of mathematics.
We recognize that excellence in mathematics education requires equity- high expectations and strong support for all students. (PSSM 2000, Equity Principle) As stated in the Saint Mary’s Public Schools mission statement, we must educate all students with rigor, relevance, respect and personal relationships.
We acknowledge that effective mathematics teaching requires understanding what students know and need to learn and then challenging them and supporting them to learn it well. (PSSM 2000, Teaching Principle) As stated in the Saint Mary’s Public Schools mission statement, we must know the learner and the learning and accept no excuses.
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- By the time a student enters third grade,
- they will be expected to be flexible and accurate in their mathematics.
- they will also be expected to communicate their thinking mathematically using numbers, symbols, pictures, and/or words.
- By the time a student enters sixth grade,
- they will be expected to be fluent and automatic in their math facts while using efficient numeric strategies for addition, subtraction, multiplication and division so that they are equipped to solve higher-level problems.
- they will also be expected to be flexible in their approach; able to solve a problem in more that one way; and able to communicate clearly what their strategies are and why they work. This is expected across all content strands (algebra; geometry, measurement; data and statistics; probability and number).
- By the time a student enters algebra,
- they are expected to be able to assimilate algebraic concepts and processes as a result of a highly rigorous middle school mathematics program.
- By the time a student graduates from high school,
- they are expected to be able to approach new challenges through mathematical investigation, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others.
We recognize that a program is more than a collection of activities; it must be coherent, focused on important mathematics and well articulated across the grades. (PSSM 2000, Curriculum Principle)
We recognize that the content and the processes of mathematics are inextricably linked (PSSM 2000) and students must understand the why of mathematics as well as the how of mathematics.
We recognize that excellence in mathematics education requires equity- high expectations and strong support for all students. (PSSM 2000, Equity Principle) As stated in the Saint Mary’s Public Schools mission statement, we must educate all students with rigor, relevance, respect and personal relationships.
We acknowledge that effective mathematics teaching requires understanding what students know and need to learn and then challenging them and supporting them to learn it well. (PSSM 2000, Teaching Principle) As stated in the Saint Mary’s Public Schools mission statement, we must know the learner and the learning and accept no excuses.
*PSSM 2000 refers to the Principles and Standards for School Mathematics put out by NCTM