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Math

Grades K-12

The Troy School District Mathematics Department believes all students are doers of mathematics. We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:

develop deep mathematical understandings
understand and critique the world through mathematics
experience the wonder, joy, and beauty of mathematics

NCTM (2020). Catalyzing Change in Middle School Mathematics

Troy students will:

Make sense of problems and persevere 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

Common Core Math Practice Standards

Catalyzing_Change_Mathematics_Textbook_Cover_Elementary

Catalyzing Change early childhood & Elementary Mathematic course book

Envisioning_Math_Book_Cover_New_Feb_2023

re-envisioning mathematics pathways to expand opportunties book

Principles_To_Action_Math_Book_Cover_New_Feb_2023

Principles to ACtions N.C.T.M. ensuring mathematical success for all book

Building_thinking_classrooms-k-12-bookcover-web-link

Learn building thinking classrooms in mathematics grades K-12 book

First page of the PDF file: Math_Education_Less_More_Infographic_New_Feb_2023

Accessible Text for Math Education Less/More Chart

Accessible Text for Math Education Less/More Chart

Title: Math Education LESS/MORE Chart

Subtitle: Math Education will involve LESS / MORE:

LESS: Focus on practicing procedures and memorizing basic number combinations.
MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
LESS: Same instruction for all.
MORE: Differentiated instruction toward the same learning outcome.

Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia

MAth_Recovery_Text_Image_Book_Cover_New_Feb_2023

Learn more about Math Recovery - click here

academics

course guides

Julia Alder

Titles: Staff, Curriculum & Instructional Specialist: K-5 Math

Locations: Service Center

Departments: Teaching & Learning

Email:

Kate Rainey

Titles: Staff, Curriculum & Instructional Specialist: 6-12 Math

Locations: Service Center

Departments: Teaching & Learning

Email:

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Grades K-12

Troy students will:

Accessible Text for Math Education Less/More Chart

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Julia Alder

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Grades K-12

Troy students will:

academics

course guides

Julia Alder

Kate Rainey