A successful Barrington 220 mathematics student will be able to use mathematics content and mathematical habits of mind to become confident critical thinkers and persistent problem solvers.
Excellence in mathematics requires that all students have access to high-quality mathematics instruction and sufficient support.
- All students can learn mathematics All students bring unique backgrounds and experiences to our classrooms.
- All students should have access to rigorous math courses at grade level or above. Grade level is defined by the Illinois Learning Standards.
Excellence in mathematics requires a curriculum that is coherent, well-articulated across grade-levels, and focused on big mathematical ideas.
High Quality Mathematics Curriculum:
- Has problem solving, adaptive reasoning, and sense-making at its core
- Engages students in mathematical habits of mind places equal value on procedural fluency and conceptual understanding
- Incorporates the Illinois Learning Standards in a vertically aligned and cohesive fashion
Excellence in mathematics requires teachers who plan, teach, reflect, and refine their craft in order to help all students learn.
High Quality Mathematics Teachers:
- Possess a deep understanding of mathematics
- Encourage a growth mindset
- Plan engaging instruction utilizing rich mathematical tasks
- Value depth over speed create a need for mathematical content encourage multiple representations, methods, and solutions to rich problems
Excellence in mathematics requires that students develop a productive disposition towards mathematical content and habits of mind.
- Requires a growth mindset
- Requires making connections between various representations and solution paths
- Requires explaining, reasoning, working collaboratively, and effective practice
- Is more effective when done within an engaging context
- Requires both procedural skills and conceptual understanding so that students can successfully make sense of and solve problems.
Excellence in mathematics requires that assessments support student learning and provide meaningful information to all stakeholders.
- Students should regularly reflect and assess their own learning.
- Assessments are a valuable tool for making instructional decisions.
- Formal assessment of student learning should include mathematical content and habits of mind
- Students should experience multiple assessment types to measure learning.
- Students perform better on standardized assessments when they think of math as a set of connected, big ideas instead of a set of methods or steps to memorize.
Excellence in mathematics requires that students and teachers are able to use tools appropriately to enhance equity, curriculum, teaching, learning, and assessment.
- Provide powerful visual representations of mathematical concepts
- Help organize and analyze data
- Perform mathematical computations and symbolic representations efficiently and effectively so students can focus on conceptual understanding and higher-order thinking
- Provide opportunities to learn outside of the regular class period.