Shabazz

Math Department


 
Functions under the philosophy that: Students should be exposed to numerous and varied interrelated experiences that encourage them to value math, to develop mathematical habits of the mind, and to understand and appreciate the role of mathematics in human affairs; that they are encouraged to explore, guess, and even to make and correct errors so that they gain confidence in their ability to solve complex problems; and that they should read, write, and discuss mathematics.
Mathematically-literate workers/consumers

-ever higher expectation of the skills and knowledge of workers

-technologically-competent work force

-ability to set up problems

-ability to see applicability of mathematical ideas

-ability to work with "open" problem situations
Lifelong learning

-school math should emphasize a dynamic form of literacy

-problem solving must be central to school math so that students can explore, create and accommodate to changing conditions

-actively create new knowledge throughout their lives
Opportunity for all

-equity has become an economic necessity
Informed electorate

-citizens must be able to read and interpret complex, and sometimes conflicting, information
New goals for students

1.) Learn to value mathematics

2.) Become confident in their ability to do mathematics

3.) Become mathematical problem solvers

4.) Learn to communicate mathematically

5.) Learn to reason mathematically
 

 
Success of Math Workshops

-students able to progress at own pace

-student responsibility is the goal: not teacher directed

-flexible use of text, materials

-flexible in curriculum

-encouraging use of calculators

-use of computers

-can take time for enrichment and/or SAT review

-individualized instruction/program

-allow for differing learning styles

-students can help each other/learn together

-can change usual sequence if needed

-can do review work when needed
Assessment

-can allow retests until competency is achieved

-can use alternate methods

-student self-assessments

-constant informal assessments

-encourage mathematical communications

Many of our students are "math-phobic" . Our programming is designed to advance math skills from an individual standpoint: starting with the skills they have and bringing them up to speed to meet high school math expectations for graduation.

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Published October 2006, Author Marni Martinson, Publisher Tina Murray