DPS MATHEMATICS EDUCATION
The Duxbury Secondary Mathematics Program follows the Standard Pathway recommended by the Massachusetts Curriculum Frameworks, in which each grade level focuses on a specific domain of mathematics and includes conceptual understandings from previous years to ensure continuity between years and retention of concepts and skills.
The Massachusetts Curriculum Frameworks contain three distinct components that guide the mission and vision of mathematics programs in Massachusetts, define the instructional practices of Massachusetts teachers, and outline the concepts addressed in each course. These components include:
- The Guiding Principles for Massachusetts Mathematics Programs
- The Standards for Mathematical Practice
- The Standards for Mathematical Content
The Guiding Principles for Massachusetts Mathematics Programs serve as an overall guide for how teaching and learning should be happening in mathematics class. These principles are outlined below:
Guiding Principle 1: Learning
Mathematical ideas should be explored in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.
Guiding Principle 2: Teaching
An effective mathematics program is based on carefully designed content standards that are clear and specific, focused, and articulated over time as a coherent sequence.
Guiding Principle 3: Technology
Technology is an essential tool that should be used strategically in mathematics education.
Guiding Principle 4: Equity
All students should have a high quality mathematics program that prepares them for college and a career.
Guiding Principle 5: Literacy Across Content Areas
An effective mathematics program builds upon and develops students' literacy skills and knowledge.
Guiding Principle 6: Assessment
Assessment of student learning in mathematics should take many forms to inform instruction and learning.
The Standards for Mathematical Practice describe what students should be doing in mathematics class. These standards were developed form the National Council of Teachers of Mathematics process standards and the National Research Council's report "Adding it Up." The Mathematical Practices guide the discourse that students should be engaging in throughout their experiences in a K-12 mathematics Program. These practices are outlined below:
- Make sense of problems and presevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with Mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
The Standards for Mathematical Content are best represented in our course curriculum mappings. These standards were reformed to include an equal balance between conceptual understanding and procedural fluency and are intended to be addressed through the Guiding Principles for Massachusetts Mathematics Programs and through the Standards for Mathematical Practice. Together, all three components to the Massachusetts Curriculum Frameworks establish a philosophy on not simply what should be taught, but how students should be interacting with mathematical content in order to achieve a deeper understanding of mathematics.