1 A Review of High School Mathematics Programs Introduction In the winter of 2005, a grant was written entitled Making the Transition from High School to College (MaTHSC). The grant began as a collaboration of ten high schools, three colleges from the University System of New Hampshire, and the seven schools from the New Hampshire Community and Technical College System. The primary goal of the MaTHSC project was to help students make a successful transition from high school to institutions of higher education in NH. One of the primary objectives for the grant was to review some of the more widely used and recommended high school mathematics programs and rate them on a set of criteria which was to be developed by the Curriculum Committee of the MaTHSC grant. This is their report on the curricula reviewed. The Curriculum Committee met throughout the Academic Year, In order to do its work, the Committee reviewed several evaluation forms and discussed the attributes of programs that should be rated. They selected the form attached in Appendix A, which is a modified version of forms developed in Montana and Massachusetts. See the acknowledgement at end of form. While all criteria are rated on a scale of 1 to 5, not all criteria were considered of equal value, thus, as might be expected the Overall Rating for a program, which is on a scale of 1 10, took that fact into account. The Overall Rating for a program is meant to provide a "global" picture of the program and not merely an accumulation of the item scores. Items relating to the content and process standards carried more weight than items such as "incorporating the achievements of historically important mathematicians" or "having students reflect on their own performance, behavior and feelings." Similarly, items relating to the pedagogical aspects of the program were considered more important by some reviewers. In particular, the Committee felt we should advocate all students taking courses through Algebra II. Thus, Committee members felt that many teachers may need help in addressing those needs, and therefore the supplemental materials available also became a critical factor for some members. Also, we found very little field test data available for some of the programs. While traditional programs may not need to offer additional training for implementation, most, if not all the NSF programs and some other programs, are different enough that we felt providing training was necessary. The findings of the Committee do not reflect the beliefs of any one member of the Committee, nor do they reflect the views of any people involved in the MaTHSC Project, nor of any of the institutions involved in this project. The findings are meant to serve as a guide to help school districts as they review programs for courses to be offered within
2 their districts. For more information about these programs, you should go to the websites for the publishers of the programs. Many of these programs were also reviewed by the US Department of Education and the American Association for the Advancement of Science. Information about the US Department of Education s document entitled Exemplary & Promising Mathematics Programs may be found at Information about the AAAS Project 2061 Algebra Textbooks Evaluation may be found by visiting The Committee wants to formally thank the publishers of the textbooks reviewed for their cooperation and help in sending materials for the Committee to review. Without their aid, it would have made this project more difficult. We were given access to the latest editions of each curriculum. In some cases we did not have access to extra materials available from the publishers.
3 Members of the MaTHSC Curriculum Committee The Curriculum Committee members were selected by the participating high schools and universities. They formed a well balanced Committee with many veteran teachers and administrators, comprising over 200 years of mathematics teaching experience. Various Committee members are serving or have served as the Mathematics Curriculum Leaders for their school district and as Mathematics Department Chairs. One of the College faculty members of the Committee was a member of New Hampshire s team that developed the Grade Span Expectations for NH. The members of the Curriculum Committee consisted of the following teachers and administrators from participating high schools and two faculty members from Plymouth State University. Dr. Brian Beaudrie, Mathematics Department, Plymouth State University Richard Bond, Mathematics Department Chair and Assistant Principal, Colebrook Academy Cecile Carlton, Interdisciplinary Curriculum Specialist Mathematics, Nashua School District Harvey Champigny, High School Mathematics Teacher, Timberlane Regional High School Jocelyn Conley, High School Mathematics Teacher, Salem High School Marc Corriveau, Mathematics Department Co-Chair, Laconia High School Richard Davis, High School Mathematics Teacher, ConVal High School Joshua Mulloy, High School Mathematics Teacher, Winnisquam Regional School District Jeff Nielson, Mathematics Department Chair, Littleton High School Ellen St. James, Mathematics Department Co-Chair, Laconia High School Dr. Natalya Vinagradova, Mathematics Department, Plymouth State University Dr. Fernand Prevost, Co-Director of the NH-IMPACT Center at Plymouth State University, served as the Chair of the Curriculum Committee. Dr. Richard Evans, Co-Director of the NH-IMPACT Center at Plymouth State University and PI for this grant, served as an ex-officio member.
4 Textbook Programs Reviewed After agreeing on a form and a set of criteria on which to rate the programs, the Committee then selected the programs that would be included in the review. First, it was agreed that the five standards-based programs created through funds from the National Science Foundation would be included. These are: Math Connections: A Secondary Core Curriculum (formerly the Core-Plus Project) published by It s About Time, copyright ; Contemporary Mathematics in Context: A Unified Approach published by Glencoe/McGraw-Hill, copyright 2003; SIMMS Integrated Mathematics: A Modeling Approach published by Kendall/Hunt Publishing Company, copyright Mathematics: Modeling Our World (formerly the ARISE program) published by W. H. Freeman and Company, copyright ; and Interactive Mathematics Program: Integrated High School Mathematics (IMP) published by Key Curriculum Press, copyright ; Additionally, the committee chose the following programs to review because of their wide usage across the country or because of their ratings by the U. S. Department of Education and the American Association for the Advancement of Science. Algebra I, Geometry, and Algebra II, published by Glencoe/McGraw-Hill, copyright 2003 College Preparatory Mathematics (CPM) published by CPM Educational Program, copyright ; McDougal Littell Algebra, Geometry and Pre-Calculus program published by McDougal Littell, copyright 2004; and Discovering Algebra, Geometry and Advanced Algebra published by Key Curriculum Press, copyright ; Each program was reviewed by two teams of three committee members, working independently. After completing all the reviews, the committee chair reviewed the ratings and brought the teams together to address major discrepancies in ratings. (The ratings had to vary by two or more points to be discussed.) Discrepancies between the two teams were discussed and the two teams sought a common rating or at least ratings that differed by less than two points. Finally, the attached Excel summary was prepared and the comments about strengths and weakness for each program were appended.
5 Criteria for Evaluating Instructional Materials in Mathematics Directions: Circle one number on each scale below. The higher the number the better the text meets the philosophy, goals, and objectives of the NH GSEs and the NCTM s Principles and Standards. Rating Scale: 5 = high 1 = low I. Mathematical Content: The mathematical content of the program reflects the mathematics found in the New Hampshire Grade Span Expectations and in the National Council of Teachers of Mathematics Principles and Standards for School Mathematics. Mathematics as problem solving is integral to the program. Problem solving situations are used to introduce and develop mathematical concepts. The problem situations are realistic and relevant to students, involve a variety of mathematical domains, and are open and flexible to the methods used to solve them. Mathematics communication is emphasized in the program. Students are provided many opportunities to express mathematical ideas by making conjectures, defending their ideas, and explaining their work orally and in writing. Mathematics as reasoning is built into the program. Students are asked to explain and justify their thinking, question other students and the teacher when they don t understand or disagree, and create informal and formal arguments to support conjectures. They are provided opportunities to apply inductive and deductive reasoning and reasoning by analogy. Mathematical connections are made throughout the program. Students encounter instructional activities designed to connect mathematical concepts, procedures and processes with different mathematical topics, other content areas, and to life situations. Mathematics as representations plays a prominent role in the program. Students are encouraged and required to represent mathematical topics and organize their work and data in a variety of ways, including language, tables and charts, graphs, and algebraic expressions and formulas.
6 The mathematics presented is comprehensive and includes the mathematical content emphasized in the High School GSEs. Students have opportunities to learn the mathematical concepts from number, algebra, geometry, measurement, and data and chance. II. Organization and Structure: The program is coherent, focused on important mathematics, organized into cohesive units, provides multi-day lessons, and connects topics across subject areas. The program exposes students to important mathematics as identified in the High School Advanced mathematical GSEs, and the mathematics is mathematically correct. Students are provided activities to learn the mathematical concepts contained in the advance GSEs in mathematics. These activities are well grounded and mathematically correct. The program asks students to work on worthwhile mathematical tasks. They do not separate mathematical thinking from mathematical concepts or skills. The tasks are relevant to students, ask them to make conjectures, and to prove or disprove those conjectures. Many tasks are open ended, have more than one solution, and more than one way to solve the problem. The program is organized into units or a similar structure so that students have time to explore and investigate in-depth major mathematical ideas. Many lessons, activities, and projects require multiple days and emphasize making mathematical connections between concepts and promote the attainment of several objectives. These coherent units build both conceptual and procedural knowledge. The program appropriately incorporates calculators, computers, and other technology as tools for students to do mathematics. Technology is used to explore mathematical ideas and to minimize tedious work. The program is appropriate for ALL students. All students are exposed to important mathematics through problem solving situations. All students will participate in the core program, with explicit differentiation in terms of depth and breadth of treatment. There are ample opportunities to challenge the best and brightest students and the resources to help those who need extra help.
7 The program incorporates the achievements of historically important mathematicians. The history of mathematics is an integral part of the program and fosters the belief that mathematics is a human endeavor. The program is reflective of the diverse society in which we live. Illustrations of people from different races, genders, and beliefs are prominent throughout the texts. There are ample resource materials available. Those resources provide clear instructions on how to use equipment and materials. Teachers manuals, test banks, and other resources are readily available for the teacher s use. The program highlights connections within mathematics and with other disciplines. Applications of mathematics are incorporated throughout. The program materials are user friendly. The program has an appropriate reading level for students and the materials are well organized and attractive. III. Student Experiences: The program emphasizes the active engagement of students doing mathematics instead of memorizing mathematics. The activities in the program accommodate different abilities and paces by providing students different entry and exit levels. The program advocates the use of manipulatives and technology so that all students can learn mathematics. Students are active learners. Students are encouraged to explore, hypothesize, reason, problem solve, and communicate mathematics. Having students read, write, reason, and discuss mathematics is the norm. Students are expected to work individually and in groups on projects and assignments. Students are expected to construct their own understanding of mathematics and to engage in mathematical discourse. The program builds on prior student knowledge and encourages students to construct their own understanding by providing opportunities to discuss and reflect on their work.
8 Students use manipulatives, technology and the Internet to explore mathematical ideas, model situations, analyze data, calculate numerical results, and solve problems. A variety of manipulatives and tools (e.g. graphing calculators, dice, geoboards, square tiles, rope, etc.) are commonplace and are frequently used by students as they actively engage with mathematical ideas. Students are expected to determine when they need to calculate in a problem, whether they should use mental math, paper and pencil, or a calculator, and whether or not they need an exact answer or an estimate. Estimation is an important skill used frequently by adults. Estimation is needed even when using technology to see if the answer makes sense. Students are expected to reflect on, make judgments about, and report on their own behavior, performance, and feelings. Students are asked to do self-assessments on selected aspects of their experiences as one method of evaluating student performance and disposition. IV. Teachers Role and Instructional Materials: The instructional materials provide suggestions to help teachers create vibrant mathematical communities where students are engaged in doing mathematics. The instructional materials provide suggestions to teachers so that they can help students to: -- work together to make sense of mathematics -- rely more on themselves to determine whether something is mathematically correct -- reason mathematically -- learn to make conjectures and solve problems -- connect mathematical ideas and applications to other topics within mathematics and to other disciplines The instructional materials provide suggestions for teachers to initiate and orchestrate mathematical discourse. The materials suggest questions that elicit, engage, and challenge student thinking. Teachers are encouraged to ask students to explain their thinking and reasoning and to ask Why? or What if questions.
9 The instructional materials provide assistance to teachers to facilitate learning by all students by adapting materials for students with different levels of achievement. Teachers are encouraged to accept and respect the thinking of all students by providing examples of how to probe students thinking and encourage students to understand each others approaches and ideas. The instructional materials provide suggestions for establishing a classroom environment focused on sense making. Teachers are provided suggestions on how to: -- structure time so students can grapple with significant mathematical ideas -- use physical space and material in ways that facilitate students learning -- use pedagogical strategies, such as open-ended questions, cooperative learning, and direct instruction -- assist students to work together collaboratively, as well as independently. The instructional materials provide suggestions to teachers to help them reflect on what happens in the classroom so that they can adjust or adapt their teaching plans. Teachers are provided suggestions on how to observe, listen to, and gather information so that they can assess and monitor student learning. The materials should include a variety of assessment approaches such as portfolios, journals, projects, and tests. The instructional materials provide suggestions for how parents can be involved and kept informed about the program. Many parents want to help their sons and daughters, but may need assistance in doing this. The teacher s guides are user friendly. The program is easy for the teacher to use and offers guidance in the use and integration of student materials and technology. V. Assessment: Instructional materials should include student assessments that provide teachers with information about what their students know and understand.
10 Student assessment is integrated into the instructional program. Assessment activities provide evidence about what students have learned, their ability to apply it to situations requiring reasoning and creative thinking, and their ability to communicate it. Multiple means of assessment are used, informal as well as formal. Suggestions for assessing students individually or in small groups, through observations, oral and written work, through student presentations, and student self-assessment. The use of manipulatives and technology is built into assessment activities. The assessments contain a balance among activities that assess conceptual knowledge, procedural skills, and problem solving ability. It is important to assess both procedural and conceptual knowledge and to provide activities that assess a student s ability to solve problems, which often takes time outside of class. VI. Program Development and Implementation: Research about the effectiveness of the program should be available and done by both internal and external evaluators. Many programs are significantly different from more traditional programs; thus, they may require professional development to implement properly. The program has field test data showing positive effects on student learning. This data should include comparisons to other programs and some evidence provided by outside evaluators. The program offers initial training and long-term follow up for teachers. Teachers need to have training in new programs that differ significantly from more traditional programs. OVERALL RATING Considering the philosophy, goals, and objectives of the NH GSEs and the NCTM Standards, what overall rating would you give this program? Low Rating High Rating
11 Strengths to remember for later discussion: Weaknesses to remember for later discussion: This form has been adapted from Mathematics Materials Selection Criteria published by the Missoula County Public School, in Missoula, Montana and from Mathematics Curriculum Framework published by the Massachusetts State Department of Education. The criteria were further influenced by the draft versions of the NH Grade Span Expectations (GSEs) for grades 9-10 and the NH Advanced Mathematics GSEs.
Executive Summary Principles and Standards for School Mathematics Overview We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics
A ed Study of Washington State 10th Grade Assessment Scores of Students in Schools Using The Core-Plus Mathematics Program By Reggie Nelson Mathematics Department Chair Burlington-Edison School District
Building Critical Thinking Skills in General Education and Career Programs Wayne County Community College District Presented By: Mary Mahoney Jo Ann Allen Nyquist College Definition of Critical Thinking
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
A STATISTICS COURSE FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS Gary Kader and Mike Perry Appalachian State University USA This paper will describe a content-pedagogy course designed to prepare elementary
Mathematical Literacy an idea to talk about Mathematics is a common human activity, increasing in importance in a rapidly advancing, technological society. A greater proficiency in using mathematics increases
Developing and Implementing Mathematics Courses for K-12 Teachers: Merging Professional Development and Course Design Karen Marrongelle, Sean Larsen, and Mike Shaughnessy, Portland State University What
hmhco.com Saxon Homeschool Math Scope and Sequence Saxon Philosophy The unique structure of Saxon Math promotes student success through the proven educational practices of incremental development and continual
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.
REPRODUCIBLE Figure 4.4: Evaluation Tool for Assessment Instrument Quality Assessment indicators Description of Level 1 of the Indicator Are Not Present Limited of This Indicator Are Present Substantially
The Praxis Series ebooks The Official Study Guide Interdisciplinary Early Childhood Education Test Code: 0023 Study Topics Practice Questions Directly from the Test Makers Test-Taking Strategies www.ets.org/praxis
Degree/Certificate: Bachelor of Arts in Education Major/Option: Mathematics/Elementary and Middle Level Mathematics Endorsement Option Submitted by: Mathematics Education Committee Date: November 1, 2013
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
MASTER OF ARTS IN TEACHING ELEMENTARY EDUCATION Primary 5 16 KAR 1:010 Standards for certified school personnel 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 2:010
MIAMI-DADE COUNTY PUBLIC SCHOOLS PROCESS TO MONITOR CURRICULUM IMPLEMENTATION The Office of Curriculum and Instruction coordinates the Instructional Review teams to monitor the implementation of curricula,
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 9-10) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
October 2008 Research Brief: What does it take to prepare students academically for college? The research is clear on the connection between high school coursework and success in college. The more academically
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
Number and operations involves understanding whole numbers and realizing that numbers represent quantity. It includes learning number words and symbols, counting, comparing and ordering quantities, composing
CPM High California Standards Test (CST) Results for 2004-2010 The tables below show a comparison between CPM high schools and all high schools in California based on the percentage of students who scored
READING AND WRITING (P-12) MED Relationship of the Program with the Unit s Conceptual Framework The M.Ed. in Education is designed with ideas to action at its core. It provides multiple experiences for
October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those
PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council
Why? Curriculum and Evaluation Standards for School Mathematics National Council of Teachers of Mathematics Commission on Standards for School Mathematics 1989 A number of key publications, including The
Mathematics Content Courses for Elementary Teachers Sybilla Beckmann Department of Mathematics University of Georgia Massachusetts, March 2008 Sybilla Beckmann (University of Georgia) Mathematics for Elementary
High School Mathematics Pathways: Helping Schools and Districts Make an Informed Decision about High School Mathematics Defining the Two Pathways For the purposes of planning for high school curriculum,
Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
" The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
Study Guide for the Mathematics: Proofs, Models, and Problems, Part I, Test A PUBLICATION OF ETS Table of Contents Study Guide for the Mathematics: Proofs, Models, and Problems, Part I, Test TABLE OF CONTENTS
Uniting Talent and Passion! State College Area School District Elementary Curriculum Office Elementary Mathematics Pilot Plan November 8, 2010 Elementary Mathematics Pilot Plan Purpose To select a high-quality
Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or
1 PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT Step 1: Program/course owner reviews non- IAI- GECC course currently accepted for General
San Diego Unified School District San Diego, California Summary of the Practice. is a charter school set up with the mission of giving students an interdisciplinary and hands-on education so they can be
Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum
research report What Does Good Math Instruction Look Like? Nancy Protheroe It involves good teachers, an effective math environment, and a curriculum that is more than a mile wide and an inch deep. Our
STANDARDS FOR ELEMENTARY TEACHERS Introduction The standards contained in this document are based upon the core standards outlined in Every Child s Teacher in North Carolina: Core Standards for the Teaching
Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for whole-number quotients with remainders of up to four-digit dividends
TMME,Vol.1, no.1,p.9 Radius, Diameter, Circumference, π, Geometer s Sketchpad, and You! T. Scott Edge Introduction I truly believe learning mathematics can be a fun experience for children of all ages.
Implications of the Common Core State Standards for Mathematics Jere Confrey Joseph D. Moore University Distinguished Professor of Mathematics Education Friday Institute for Educational Innovation, College
Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,
How To Use the Survey Tools Get the most out of the surveys We have prepared two surveys one for principals and one for teachers that can support your district- or school-level conversations about improving
Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Draw a picture
Department Name: Science Middle/Secondary Education Date Submitted and Academic Year: Fall 2011 for AY 2011-2012 Department Mission Statement: All SUNY Potsdam education programs are aligned with our conceptual
The Praxis Series ebooks The Official Study Guide Middle School Mathematics Test Code: 5169 Study Topics Practice Questions Directly from the Test Makers Test-Taking Strategies www.ets.org/praxis Study
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
THE SCHOOL OF EDUCATION The School of Education of University of the Cumberlands continually strives to keep pace with current trends and development in teacher training to meet the needs of prospective
Assessment Techniques and Tools for Documentation 47 Assessing the Kindergarten Student s Learning Assessment and evaluation are fundamental components of teaching and learning. Assessment is the process
EDUC 469: Middle School Teaching Skills Lab Description: Program Course Information: UNC-CH School of Education Conceptual Framework: EDUC 469 is a required course in the Middle Grades Program professional
BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
University Policy Statement California State University, Fullerton GENERAL EDUCATION: GOALS FOR STUDENT LEARNING The Goals of General Education General education is central to a university education, and
Mathematics Investigating Area Under a Curve About this Lesson This lesson is an introduction to areas bounded by functions and the x-axis on a given interval. Since the functions in the beginning of the
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
District 203 K-4 Elementary Summer School 2015 The following Elementary Summer School courses will be conducted from Monday, June 8, 2014, through Friday, June 26, 2015. THE SAME COURSES WILL BE OFFERED
2008 MASTER PLAN/PROGRESS REPORT Academic Program: Mathematics Education - Grades 6-12 Person Responsable : Karen D. Aucoin, Ph. D Date Submitted: May 30, 2008 Mission: The purpose of the Mathematics Education
OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08 October 16, 2008 INTRODUCTION The Mechanical Engineering Program within the Mechanical and Manufacturing Engineering and
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Online Mentoring for New Math, Science, and Special Education Teachers Anytime. Anywhere. e-mentoring for Student Success (emss) supports the development and retention of beginning math, science, and special
GENERAL EDUCATION CURRICULAR CHANGES The General Education program is described in detail below. This chapter lists the General Education Requirements (GER) for students and the definitions of Knowledge
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION CERTIFICATE IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
Performance Assessment Task Quadratic (2009) Grade 9 The task challenges a student to demonstrate an understanding of quadratic functions in various forms. A student must make sense of the meaning of relations
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12
RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 102 PROBLEM SOLVING STRATEGIES IN MATHEMATICS I. Basic Course Information A. Course Number and Title: MATH 102 Problem Solving Strategies in
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
DOCUMENT RESUME ED 366 384 JC 940 104 AUTHOR Hector, Judy TITLE Curriculum and Pedagogical Reform for Lower-Division Mathematics: Moving beyond Myths to Standards. PUB DATE Nov 93 NOTE 8p.; Paper presented
Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students
Fostering Mathematical Thinking and Problem Solving: The Teacher s Role By Nicole R. Rigelman Nicole Rigelman, email@example.com, is an assistant professor of mathematics education in the School of
CLARK COUNTY SCHOOL DISTRICT CURRICULUM & DEVELOPMENT DIVISION Licensed Employee Appraisal System Enhancing Professional Practice Professional Domain Standards and Indicators Levels of Performance Rubric
Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-
Preparing to Implement the Citywide Instructional Expectations: Ensuring curricula that are appropriate in all subjects Exploring Expectations for content-area teachers In this session, participants will
ARTE 382-Art Education: Content II T/R 3-5:40 p.m. Instructor: Lisa Jameson FAC 300 Office Hours: T/R 1-3 p.m. or by appointment Phone: (859) 572-6659 Email: firstname.lastname@example.org Course Description: Teaching
MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 email@example.com MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked