Curriculum: Mathematics at the School for Children

Mathematics in the Upper School

The Upper School mathematics program continues to take an inquiry-based constructivist approach to learning begun in earlier years. Teachers encourage students to express themselves in mathematical language and help them to develop strategies for studying math. Teachers in the Upper School increase the focus on taking notes, as well as stressing the importance of developing strong study habits and organizational and test-taking skills.

The Upper School uses Connected Math, a series developed at Michigan State University, as the major text. This program, selected for its collaborative problem-centered approach, requires students to communicate their mathematical thinking in both oral and written form. Research based and strongly aligned with the National Council of Teachers of Mathematics (NCTM) Standards for Curriculum and Evaluation, these texts concentrate on the discovery of algorithms through investigation and the practical application of skills to real-life problems. Teachers require students to submit their solutions and mathematical reasoning in a written format, complete with graphs, illustration, diagrams, or models.

Every effort is made to meet individual needs of students and to give them opportunities for both mastery and challenge. A variety of assessment methods are utilized in the Upper School math program. Teachers correct homework daily for understanding. Students write reflections on their mathematical thinking. Weekly review assignments, quizzes and tests, observation and anecdotal records, and project work all help to complete the picture of each student's learning.

Calculators are basic tools in the 10/11s and 11/12s and graphing calculators are used extensively by the 12s/13s and 13s/14s. Computer spreadsheets are used to display and analyze data. The math department uses computer programs, including Geometer's Sketchpad and Green Globs and Graphing Equations to enhance the study of geometry and linear functions.

10/11s

In the 10/11s, all mathematical operations with whole numbers are strengthened and expanded, and students master operations with decimals and fractions. Concepts are approached through open-ended problems and investigative projects and reinforced through practice and review. Other topics include number theory, statistics, geometry, estimation, mental arithmetic, and problem-solving strategies.

11/12s

In the 11/12s, mathematical operations with whole numbers, fractions, and decimals are strengthened and expanded. Students master the use of ratios, proportions, and percentages through problem solving, projects, and investigations. Other topics include order of operations, two- and three- dimensional geometry, probability, and inductive vs. deductive reasoning.

12/13s

The 12/13s begin a two-year course in algebra. The curriculum includes an in-depth review of arithmetic. The majority of time is spent studying elementary algebra both informally and formally. Real life applications of algebra are stressed and, whenever possible, manipulative materials are used to make abstract ideas concrete. Emphasis is placed on understanding underlying concepts rather than memorizing procedures. Topics in the course include writing expressions and equations; using variables; positive and negative numbers; operations with polynomials; solving equations; and a study of linear functions.

13/14s

The 13/14s program is the second year of the two-year algebra course. Topics include algebra as a tool for generalizing and problem solving; equation solving in one and two variables; inequalities; a study of functions, with an emphasis on linear and quadratic functions; solving systems of equations through graphing; all operations with polynomials; rational algebraic expressions and equations; radicals; right triangle trigonometry; inverse and direct variation; and solving word problems algebraically.