On June 8, 2020, the Board of Education approved curriculum revisions in Math K-12. Problem solving, understanding, reasoning, critical thinking, and sense-making are at the heart of mathematics teaching and learning. Instead of distinct and separate courses for algebra and geometry, the integrated math program presents mathematical topics sequenced in a way that helps students see the connections between concepts and topics.
The implementation of the integrated math programming will be implemented for students not yet enrolled in Algebra or above courses. Students in Algebra or above courses will remain in the sequencing of courses currently in place. For specific course descriptions, please see Course Description Guidebooks from Asa Clark Middle School & Pewaukee High School.
Below are highlights and documents related to the math curriculum.
- Overarching Belief- We are committed to engaging students in learning that solidifies, extends, and connects math beyond a set of rules; problem solving, understanding, reasoning, critical thinking, and sense-making are at the heart of mathematics teaching and learning. To meet this belief, we value:
- Authentic & Relevant Experiences- A responsive, personalized learning environment that allows students to productively struggle through relevant and authentic learning experiences.
- Student-Centered Practices- A student-centered environment based on the Standards for Mathematical Practice that encourages meaningful collaboration, mathematical discourse, reasoning, sense making, and analysis of different problem-solving strategies to support growth.
- Rigorous, Standards-Based Curriculum- An academically rigorous environment that is standards-driven and based on Mathematical Teaching Practices (NCTM) and principles so all students are supported in building conceptual understanding, procedural skill/fluency, and mathematical application in all contexts with equal intensity.
A variety of resources are reviewed as part of the curriculum review process including standards and best practice research. It should be noted that the review of research tries to be as comprehensive as possible; therefore, articles and resources that have been reviewed may or may not have been taken into consideration when making review recommendations. Below are the research summary findings that were taken into consideration for the final curriculum revisions.
- It’s important for our curriculum to have:
- a focus on standards-matched word problem structures
- embedded use of visual representations
- fluency practice
- spiraling review of major topics
- quality assessment pieces
- It’s important for our teachers to understand:
- the standards and their progression (before and after)
- math representation stages
- It’s important for our district to allow/expect enough time for math instruction
Curriculum Revision Highlights:
- Standard Priority & Progression: A full review and revision of priority standards occurred to develop stronger progression of knowledge and skills in all areas of math.
- Shift to Integrated Practices: The largest revision to the math curriculum is at the high school level as a shift to integrated practices is being proposed. This includes shifting to a model of Math I, II, and III to replace the traditional sequence of Algebra, Geometry, & Algebra II. The integrated math model combines the knowledge and skills of the traditional sequence in more authentic and relevant ways that support the relationships between concepts. Information on this proposed change was presented to the Board on November 11, 2019.
- Acceleration Adjustments: Math acceleration will occur in 6th and 9th grade instead of 5th and 7th grade starting in 2020. Beginning acceleration in middle school, with another opportunity as students enter high school is supported by research and will give students the depth of core math concepts taught in the middle grades. Information on this proposed change was presented to the Board on November 11, 2019.