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.
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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.
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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)
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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
"Google Image Search." Google.com <http://www.google.com>.
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