Mathematics
Assistant Superintendent for Curriculum, Special Services, and School Improvement—
Mary K. Zarr
Phone: 847-963-3106
E-mail: zarrm@ccsd15.net
MISSION AND GOALS:
The Mission of the Mathematics Department includes and supports District 15's mission to produce world-class learners by building a connected learning community.
The Goals of the Mathematics Department support the Board of Education's Goals and emphasize integrating technology across the district, ensuring that District 15 students meet or exceed state and world-class standards, excelling as an organization and raising the benchmarks, building a connected learning community, and becoming a world-class educational system.
Job Performance and Staff Development are aligned to the mission and goals of District 15. As a department, it is our goal to be actively involved in professional development to continually improve our performance to support world-class learners.
DISTRICT 15 MATHEMATICS CURRICULUM AND BENCHMARKS:
The Mathematics Curriculum in District 15 is aligned to the National Council of Teachers of Mathematics' Standards, Illinois State Standards and Benchmarks, as well as, the District 15 Learner Statements. In Mathematics these include state goals that emphasize process and concepts. The Illinois State Standards for Mathematics include State Goals 6-10:
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratio and proportions.
STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
STATE GOAL 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty, using concepts of probability.
The District
15 Learner Statements provide students, staff, and community
members with a clear view of all content areas, including mathematics
and expectations at all grade levels. The District 15 Learner Statements
list what every student should know and be able to do in mathematics
at each grade level.
The State Standards and District Learner Statements have guided the alignment of the District 15 Mathematics Curriculum. The curriculum emphasizes two important aspects of mathematics-process and concepts. Understanding both, process and concepts, are necessary to produce mathematically literate citizens for the 21st century.
PROBLEM SOLVING:
Problem solving involves a systematic approach. First, students should read to find out what the problem means and what question should be answered to solve it. Second, students should choose a strategy that would help them solve the problem. Third, students should work through the problem to calculate and solve the problem. Finally, students should look back, reread the problem and check your answer to justify the solution (Polya).
MATH CONTENT:
Content at various grade levels differs to align to the state standards
by benchmarks. Students at various grade levels study operations,
estimation, place value, measurement, data collection, graphing,
fractions, decimals, percent, geometry, algebra, probability, statistics
and patterns, and relationships. Specific knowledge related to content
is stated in the District 15 Learner Statements. Benchmarks are
established for Grades K-2, 3-5, and 6-8. Based on the benchmarks,
mathematics content in District 15 presents a spiraling curriculum
to support "best practices" and research-based programs as well
as developmental stages of learning for the content aligned to state
standards.
READING IN THE CONTENT AREA OF MATHEMATICS:
Reading in the content area of mathematics is strongly supported.
The district has recommended to buildings and grade levels several
trade-books with different reading levels for different concepts.
Differentiated instruction is encouraged as well as direct instruction,
whole class instruction, small reading groups and individualized
reading time within the mathematics class. Several classrooms have
established reading centers to support reading in the content area
of mathematics. Included in the reading centers are mathematics
resources and textbooks as well as math journals and magazines.
MATHEMATICS RESOURCES:
These are the board approved resources based on "best practice" and "research-based" programs.
- Everyday Mathematics (Textbook Series)
- Math Explorations and Applications (Textbook Series)
- Exemplars (Supplemental Materials)
- AIMS Activities
- The Problem Solver
- Marcy Cook's Supplemental Resources
- Marilyn Burns' Supplemental Resources
ASSESSMENT:
Mathematics assessments begin with the standards in mind. Looking at the standards, what is it that we want every student to know and be able to do at their particular grade level? Examining the standards, one can easily determine the answer to this question. However, assessments vary throughout the lessons. A diagnostic assessment helps the mathematics teacher determine the current point of learning or level of knowledge that each student brings with him/her based on each student's own experiences. From the initial or diagnostic assessment, each student may be asked to complete various tasks or activities throughout the mathematics or lessons or formative assessment. Finally, when the unit or standards-based activities are completed, the student may be asked to complete a summative assessment which provides the teacher with an overall view of all that was learned or accomplished. Summative assessments can include PowerPoint presentations, models, or research reports.
District 15 supports "Before It's Too Late," National Council for
Teachers of Mathematics Standards, and the Illinois Learning Standards.
District 15 supports mathematics for all students by creating an
inclusive environment. Modifications may be necessary to the physical
environment, lessons, or assessments to support success for all
learners.
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