Philosophy
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High quality mathematics curriculum and instruction engages hands, minds and intellect through authentic, active learning that supports each student to achieve personal success. These learning experiences, assessed through a variety of methods, bridge the concrete and abstract by applying critical thinking skills and problem solving strategies in meaningful and relevant situations. Through the understanding of mathematical concepts and reasoning, every student will be prepared to communicate effectively using the language of mathematics as a tool to meet future challenges.
Questions?
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Mary Kemper
Director of Mathematics214-496-7008
mkemper@coppellisd.com
Mary Ann Libby
Administrative Assistant214-496-7008
mlibby@coppellisd.com
Guiding Principles
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1. Mathematics instruction is driven by data gained from valid and reliable research-based tools
- Through analysis of a variety of formal and informal assessments, teachers develop short and long term goals for student growth based on patterns in the data
2. Mathematics curriculum and instruction must be rigorous and relevant in order to develop conceptual understanding and skills- Mathematics relates to other content areas
- Strands in mathematics are connected
- Vertical and horizontal alignment is crucial when developing mathematical literacy
- Mathematics develops higher level thinking
- Teaching methods include multiple strategies such as:
- Inquiry-based instruction
- Learner-centered Instruction
- Multiple resources
- Hands-on learning
- Students and teachers use technology as instructional tools
3. Mathematics prepares students to be life-long, global learners
- Students understand the power of mathematics and utilize it to be:
- Problem solvers
- Communicators
- Collaborators
- Users of technology
- Self-reflective thinkers
- Through analysis of a variety of formal and informal assessments, teachers develop short and long term goals for student growth based on patterns in the data
Instructional Resources
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- Instructional resources should support students as they problem solve, communicate, collaborate, utilize technology and self-reflect.
- Instructional resources should have a clearly defined purpose and educational value
- Instructional resources will include opportunities for:
- authentic learning and real world experiences
- questions and problems that are open-ended and support multiple solution strategies and outcomes
- challenging content that requires higher level thinking and appeal to students’ different interest and abilities
- differentiated instruction
- learner-centered strategies which promotes sharing and exploring ideas
- creativity and self expression
- application of prior knowledge and learning in unpredictable situations
- grade-level appropriate vocabulary that scaffolds content/concepts vertically
- comparison to non-examples
- students to document thinking and justify their thought processes
- student self-reflection of academic and non-academic skills
References
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Principles and Standards for School Mathematics, published by NCTM (2000)
Texas College and Career Readiness Standards, adopted by the THECB (2009)
State of Texas Assessments of Academic Readiness (STAAR™)
Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, published by NCTM (2006)
Texas Response to Curriculum Focal Points document (grades K-8), published by TEA (2013)
CISD Strategic Plans (District, CHS, Middle School)