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Math at Keene
| District Math Goal:
By
2006, all students and all disaggregated populations will be able to do
Mathematics at or above the proficiency level, Level III, on the DSTP (3,
5, 8, 10). |
Math Trailblazers:
At Keene, all teachers have been trained in using the research-based
Math Trailblazers program. Math Trailblazers is a hands-on
investigative program that is integrated across other curricular areas in
grades K-5 and directly correlates to the Delaware State Math Content
Standards as well as the NCTM (National Council for Teachers of
Mathematics) Standards for mathematics. Math Trailblazers differs
from traditional math programs in that in traditional math programs,
students are taught concepts sequentially rather than revisit learned
concepts throughout each unit. In Math Trailblazers,
students are taught to solve problems in a variety of ways. Math
Trailblazers is a balance between concepts and skills learned by students.
Below is a list of characteristics of the Trailblazers curriculum.
- This is a balanced program
where students actively engage in solving a wide variety of
mathematics problems that arise from many different contexts.
- Students become resourceful
and proficient problem-solvers as they explore different ways to solve
problems and different ways to represent mathematical situations using
such tools as manipulatives, calculators, graphs, pictures, data
tables, and numbers.
- Skills and procedures are
introduced conceptually to enhance students' understanding and
retention. Regular, distributed practice is provided throughout the
curriculum.
- Connections to other content
areas, especially science and language arts, are common.
- Important mathematical
content that generally receives inadequate attention in traditional
texts, such as estimation, geometry, measurement, and probability, are
significant topics.
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Web page created by Danielle
Del Duco
Credits: Kendall/Hunt
Publishing Company, TIMS Project (University of Illinois at Chicago), and
the National Science Foundation
Last updated 11/5/04 |
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