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The purpose of this Curriculum Framework is to assist teachers in the organization and instruction of mathematics in the West Des Moines Community Schools.
The Curriculum Framework provides direction for teachers and is adaptable for individuals and class needs. It is, however, important that teachers follow the suggested sequence and scope of concepts and skills to ensure systemic and comprehensive instruction and learning. This document information forms the “big picture” of K-12 mathematics instruction down to the specific grade levels and individual mathematics courses.
This Curriculum Framework is embedded in sound, successful, and researched-based perspectives of the past, NCTM’s Principles and Standards for School Mathematics, yet continues to be a fluid, dynamic instrument of the present. The teachers of West Des Moines Schools endeavor to implement ideas and skills that reflect the ever-changing technology and cultural changes of our society and needs of our learners.
Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it.
The West Des Moines Community School’s mathematics program challenges students to experience mathematics rather than to observe it. Mathematics is for life and mathematics is a part of life. Our students must develop an understanding of mathematics and be provided with experiences that will cause them to become active, flexible thinkers and users of mathematics.
The primary focus of the mathematics curriculum is to assist students to become good problem solvers. Problem solving includes the processing of information, thinking analytically, and making decisions by using mathematics with varying degrees of sophistication. Instruction should provide for natural learning sequence which allows for the transition from concrete to abstract learning experiences.
Our instructional climate encourages students to communicate their mathematical ideas freely. Experiences are designed to allow students to interact with each other and the teacher while attaining a knowledge base and solving problems. Students comprehend mathematics through various learning strategies; therefore, a variety of evaluation techniques are employed.
Adopted – 1987
Reviewed- 2007
Students will be provided experiences that:
- Emphasize problem solving and thinking skills.
- Give a broad perspective of the mathematics
content structure and the interrelationships among the various
concepts, topics, strands, and standards.
- Consider different learning styles by using
a variety of instructional strategies and materials – manipulative,
visual, and print.
- Emphasize a participatory role for learning
by using mathematical language, oral discussion, writing, listening
skills, and observing skills.
- Create mutual respect and equal treatment
regardless of sex, race, disability, or national origin.
- Expand career and economic horizons
- Incorporate technology as a thinking and learning
tool.
- Assess performance through a variety of evaluation
techniques.
Adopted – 1987
Revised and updated - 2003
To graduate from West Des Moines Community Schools,
a student must successfully complete six credits of mathematics,
including 2 credits of algebra. One credit equals one semester of
school. Eighth grade algebra may be counted toward mathematics high
school credits and toward graduation requirements.
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Dave Blum
(515) 633-5056
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