The ability to think and communicate mathematically is essential to becoming a successful and productive member of our dynamic global society. To prepare our students, they must develop the skills to:
- Use number sense fluently
- Attend to precision
- Think creatively and flexibly
- Build, support, and critique an argument
- Communicate mathematical thinking orally, visually, and in writing
- Make connections between mathematical ideas, patterns and concepts in a variety of contexts
If we are to meet this challenge, we must provide students with multiple opportunities to engage with a variety of problem solving tasks that reflect the diverse backgrounds, abilities, and experiences of each student. Students should explore and collaborate on rich problems with multiple entry points and multiple paths to a solution that challenges them. Students should be encouraged to work through their thinking and computations in order for them to recognize the patterns, significance, and relevance of the true nature of mathematics. Developing number sense, estimation, and computation skills will create students who are more efficient in their problem solving skills.
We must provide all students with a rigorous, accessible, and challenging curriculum that will develop critical thinkers and prepare them for post‐secondary, career, and life success. This will require a combination of materials and the use of multiple instructional strategies, including evidence‐based intervention and extension methods to successfully reach all children. Proficiency on learning targets, mathematical practices, and ongoing assessment of student progress will inform next steps for instruction.
- BSD Learning Targets
- Middle School Instructional Resources
- High School Instructional Resources
- State Math Education Standards
The current Math curriculum was adopted by the School Board on April 4, 2017. The adoption process followed the procedures outlined in the Instructional Materials Selection Administrative Regulation II/IIA-AR.