Integrated Math 3 - Honors and Regular
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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 third course of the Core Plus Mathematics Project. There is a heavy emphasis on mathematical reasoning across a variety of fields. We begin with inductive and deductive reasoning, then go into depth with deductive reasoning in a geometric setting. A connection is made between making arguments, constructing proofs, and convincing others of our ideas and what students have already been doing for years in their mathematics classes. Quadratics are explored further, and provide a gateway to power functions and rational functions. We will also look at using statistical reasoning to explore and describe "truth" using statistical tools. We examine circular functions and circular motion as it relates to trig functions - a topic essential for further work in Precalculus. Mapping this course onto the older more traditional courses, there is content here from 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. As we move through the semester, the Learning Objectives from each lesson and unit will be described along with specific criteria it takes to demonstrate proficiency in these learning objectives. Students will be provided with many rubrics, all of which will be available through the Google Classroom site. For more details about how grading works in this course, see the page on Grading Practices linked at the top of this page.
Where to go for help.
In class, I will often first direct you to consult with your classmates - I will be resource you can turn to early for support but 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, although some Mondays and Thursdays I have standing meetings once or twice a month, so 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.
I am good about responding to email - even during off hours - and I will take the time to write detailed responses to your questions there. I’m also happy to speak on the phone or meet in person as your situation demands.