curriculum, high school, mathematics, standards
This paper offers an alternative curriculum for high school mathematics. It proposes replacing the Algebra-Geometry-Algebra rush to calculus model with one which focuses on improving student problem-solving skills and general quantitative literacy skills while reinforcing basic manipulative skills. Most of these goals are gained by expanding the current single-year algebra-one course into two years. The model proposes moving “learning to write proofs” from the traditional geometry course into a separate discrete mathematics course. It requires statistics for every student, and requires a senior-level modeling course for every college-going student. In addition, the proposed model creates opportunities for students to move at their own pace through the program by organizing courses in semester units rather than year-long units.
Gillman, Rick. "Reorganizing School Mathematics for Quantitative Literacy." Numeracy 3, Iss. 2 (2010): Article 7. DOI: http://dx.doi.org/10.5038/1936-46188.8.131.52
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