Math Curricular Guidelines

It is a goal of the JCDS to prepare the students to be successful users of mathematics and mathematical thinking in high school and beyond. Both content and processes are to be stressed and developed. By the time a student leaves the JCDS in eighth grade s/he will have every opportunity to begin ninth grade as prepared as possible: Algebra 2 or Geometry ready depending on the school system.

All students will be exposed to and work with various mathematical processes as recommended in the NCTM (National Council of Teachers of Mathematics) standards:

• Problem Solving

• Reasoning and Proof

• Mathematical Communication

• Mathematical Connections

• Mathematical Representations

• All students are expected to gain proficiency in the following content areas:

• Numbers and Number Operations

• Geometry and Measurement (both 2 and 3 dimensional)

• Statistics, Data and Probability

• Algebra and Algebraic Functions (through a 1st year Algebra equivalence)
  

Mathematical thinking and understanding are not exclusively linear activities. Students should be taught using various methodologies, including manipulatives, visual representation and technology. In fact, access to and familiarity with technology is vital to mathematical success. Students should be proficient in using technology as problem solving tool.

Quality instruction that is accessible to all students is vital to producing strong mathematical thinkers and learners. Differentiated instruction, multiple presentation models and grouping should all be tools that are utilized by the teachers to encourage and promote success in the mathematics classroom. Mathematics and mathematical thinking can be strengthened by real world connections; integration with other subject areas should be supported.

A coherent curriculum, linking topics and ideas throughout the years encourages deepening understanding and sophistication as the student moves through the grades. Professional Development for teachers should strengthen their own understanding of mathematics and their flexibility as mathematics educators. Assessments should both track true understanding of the material by the student and inform and guide the teachers as to how well they are conveying the material.

Students can be resourceful and creative problem-solvers. Our mathematics program should provide them with a breadth of tools and understanding to achieve quality results and complex understanding.

Principles of the General Studies Program
Envisioning an Arts-Integrated Curriculum |  Inquiry-Based Science Program

Workgroups: School Structure | Judaic Studies | Diverse Learning