Skowhegan Area High School

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# Objective of Curriculum

The curriculum for "Contemporary Mathematics in Context" builds upon the theme of mathematics as sense-making. Investigations of real-life contexts leads to discovery of important mathematics that make sense to students and, in turn, enable them to make sense out of new situations and problems. Each year the four strands of mathematics are studied: algebra and functions, geometry and trigonometry, statistics and probability, and discrete mathematics.

Problems are integrated across curriculum areas: math, science, social studies, English, and business. Topics are multicultural as well. All areas of conventional high school math are covered in this curriculum.

Learning is done collaboratively in small teams with assistance from teachers. Students are assessed in a number of ways, including daily work, homework, projects, and tests and quizzes. While the TI-83 graphing calculator is used extensively, students learn to solve problems numerically, graphically, and symbolically.

# Objective of this Project

As a final project, Seniors from the Class of 2003, who have taken Math I,II,III,IV have reviewed each unit that is listed at the left and have created web pages that summarize the relevant topics. These web pages may be used by students, teachers, and parents who are interested in review, preview, and learning.

Colleges

Each student taking Integrated Math has the following document attached to his/her transcript. Admissions offices do not discriminate between conventional and Integrated Math

 Course Title Geometry Algebra I Algebra II Trig/Pre-calc Statistics Discrete Math Integrated Math I Euler Circuits patterns of change exponential functions distributions vertex-edge Minimum path lengths intro to linear & non-linear functions recursion various plots optimization recursion properties of exponents measures of center Euler paths & circuits linear functions measures of variation critical paths inequalities transformations best fit lines Integrated Math II plane geometry matrix operations least squares isometric transformations systems of equations correlation tilings systems of equations variability Platonic solids matrices coordinate geometry quadratric functions midpoints direct variation models distance inverse variation models isometric transformations rules of exponents Integrated Math III similarity systems of equations & inequalities trig ratios standard deviation inductive reasoning linked variables indirect measurement normal distribution deductive reasoning polynomial functions angular & linear velocity statistical process control proofs exponential functions periodic change angles rational functions periodic functions congruence factoring linear programming quadratic formula Integrated Math IV review of functions periodic functions iteration transformations logarithmic functions recursion exponential functions sequential change rational functions arithmetic & geometric sequences polynomial functions linear & nonlinear recurrence relations symbolic reasoning Students completing three years of integrated math will have covered more than the traditional high school curriculum through Algebra 2

# MEA and Sat Results

Results from MEA and SAT testing during the school year 2001-2002 indicated that Integrated Math student scores were at or above the scores achieved by conventional math students.

# Maine Learning Results

The Integrated Math curriculum demonstrates the Guiding Principles identified by the Department of Education

Each Maine student must leave school as:

I.   A clear and effective communicator
II.  A self-directed and life-long learner
III. A creative and practical problem solver
IV. A responsible and involved citizen
V.  A collaborative and quality worker
VI. An integrative and informed thinker

Furthermore, the Integrated Math curriculum requires proficiency in all topics described in the Maine Learning Results (specifics are identified with each unit):

A. Numbers and Number Sense
B. Computation
C. Data Analysis and Statistics
D. Probability
E. Geometry
F. Measurement
G. Patterns, Relations, Functions
H. Algebra Concepts
I.  Discrete Mathematics
J. Mathematical Reasoning
K. Mathematical Communication

"Mathematical skills must extend beyond the capability to calculate into the use of mathematics to investigate, analyze, and interpret."
(Maine Learning Results, pg. 39)

# Citations

Core-Plus Mathematics Project. 2003.<http://www.wmich.edu/cpmp/>.

Coxford, AF et al,eds.Contemporary Mathematics in Mathematics in Context. 8 vols. Chicago:        Everyday Learning Corp., 2001