Mathematics Standards http://www.corestandards.org/Math/

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

BHS Mathematics Department Theory Of Action

Mission And Theory Of Action for BUNNELL HIGH SCHOOL Math Department

The following can be used to understand the Mission Statement and Theory of Action for the BHS Mathematics Department

Mission Statement

The goal of mathematics in Bunnell High School is to assure learning experiences that create lifelong problem solvers who can collaborate, adapt, and adjust to a diverse and ever changing society. The actions of the math department are designed to ensure instruction that is equitable and rigorous and support each school in becoming a multi-generational math learning community.

Theory of Action for the Department

If the Mathematics Department supports our students by

•Delivering a high quality mathematics program that prepares them for college and a career.

•Incorporating effective uses of technology that enhances student understanding and skills.

•Having them engage in goal setting that helps them reflect on their own work, understand the standards to which they are held accountable, and take ownership of their learning.

•Developing students’ literacy skills that will allow them to deepen their understanding of mathematics concepts and develop reasoning skills that apply across the disciplines.

If the Mathematics Department supports our teachers by

•Exploring mathematical ideas in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.

•Outlining an effective mathematics program based on a carefully designed set of content standards that are clear and specific, focused, and articulated over time as a coherent sequence.

If the Mathematics Department supports our schools by

•Establishing and supporting instructional math coaches who lead the improvement of mathematics instruction in each school and ensures every student has access to a math program that meets their needs.

•Implementing and supporting instructional materials aligned to state standards that meet the needs of all learners through effective and well-defined differentiation opportunities.

•Outlining a comprehensive assessment program that provides students with frequent feedback on their performance, teachers with diagnostic tools for gauging students’ depth of understanding of mathematical concepts and skills, parents with information about their children’s performance in the context of program goals, and administrators with a means for measuring student achievement.

•Utilizing connections with outside agencies and community resources that inspire our students and staff to engage in meaningful mathematics.

If the Mathematics Department supports our families by

•Communicating how our schools are meeting the needs of their children through activities that allow all families to be involved.

•Providing resources for families to be involved as a partner in their child’s learning and in the learning of all Cambridge students.

Then students in Bunnell High School will

•Engage in mathematics classrooms that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.

•Experience higher levels of academic achievement that eliminates inequities and achievement gaps between student groups.