Integrated Math 1
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Period 2: Access code: 0jfweas
Period 4: Access code: osx320t
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What it means to be "integrated"
Welcome to Integrated Math. This approach to structuring high school math courses is new to Northampton, but an old idea that is gaining a lot of support both anecdotally and from research on how math is applied in the world beyond secondary school.
The basic idea is that rather than teach the various fields of mathematics separately, the fields are presented together, often through the very connections that exist between them. One obvious advantage of this is that we no longer have to wait for a student to complete 2, 3, or even 4 courses before we can discuss the rich connections between these varied fields. The other is that there is more flexibility in the content actually worked on, which makes our curriculum more dynamic and able to adjust not only to supported trends in pedagogy, but to changing expectations from the state and nation in terms of required standardized testing.
In the classroom, what students will experience is an environment focused on them. The content and ideas are developed from the work rather than presented by the teacher, whose role is to facilitate and guide as opposed to lecturing and disseminating. Collaboration between students is a core value as well as improving communication of ideas - both defending your own and challenging (respectfully) those of others.
What we will study this semester.
This is the first course of the Core Plus Mathematics Project. There is a heavy emphasis on examination of patterns. This includes patterns in numbers, obviously, but also patterns in shape, patterns in data and chance, and patterns over time. We will classify distinct types of patterns (eg. linear, exponential, quadratic, and other nonlinear patterns), developing language to completely describe the many patterns we encounter and we will explore real world situations where these patterns appear. Ultimately, we want to be able to develop mathematical models to describe and predict the patterns of our world. Mapping this course onto the older more traditional courses, there is content here from Algebra 1, Geometry, Algebra 2, and some from an introductory course in statistics. For more information directly from the publishers site, go here.
Grading will be aligned with a list of specific Learning Standards. Creating and utilizing this list of standards is an active and ongoing process. A live document detailing the standards and how proficiency will be evaluated will be linked to at the top of this page, under "Rubrics." This is a living file that I will add to as the semester goes on
Where to go for help.
In class, I will often first direct you to consult with your classmates - I will be a last resort for answers. However, should you need more help with the material, do come after school and that is when I can be more direct with the instructional style. I am usually available for at least 30 minutes every day, but I am hosting "office hours" on Tuesdays and Thursdays. The best policy is to let me know you're planning on coming and I can not only be prepared for you, we can immediately clear up any conflicts in each of our schedules.
Keep an eye on this site, as well. An annual goal of mine is to further develop our class presence online. You or your student will be notified of updates here, but I hope to have a place to ask and answer questions outside of school hours. Many times it can be helpful to just shoot me an email - I can often get you or your student unstuck with a quick reply. I make no guarantees about being available 24/7, but I'm usually pretty good getting back to direct questions on the same day.
If any issues come up for you at all - be they confusion on an assignment or just to let me know of some other difficultly, please send me an email. I am often able to respond and that alone is often helpful. If you know ahead of time you are going to have trouble completing an assignment, let me know that by email too.