Contemporary Mathematics in Context

Core-Plus Mathematics Project
Everyday Learning Corporation
"Integrated Math"

Objective of Curriculum

The curriculum for "Contemporary Mathematics in Context" builds upon the theme of mathematics as sense-making. Investigations of real-life contexts leads to discovery of important mathematics that make sense to students and, in turn, enable them to make sense out of new situations and problems. Each year the four strands of mathematics are studied: algebra and functions, geometry and trigonometry, statistics and probability, and discrete mathematics.

Problems are integrated across curriculum areas: math, science, social studies, English, and business. Topics are multicultural as well. All areas of conventional high school math are covered in this curriculum.

Learning is done collaboratively in small teams with assistance from teachers. Students are assessed in a number of ways, including daily work, homework, projects, and tests and quizzes. While the TI-83 graphing calculator is used extensively, students learn to solve problems numerically, graphically, and symbolically.

Colleges

Each student taking Integrated Math has the following document attached to his/her transcript. Admissions offices do not discriminate between conventional and Integrated Math.

Course Title	Geometry	Algebra I	Algebra II	Trig/Pre-calc	Statistics	Discrete Math
Integrated Math I	Euler Circuits	patterns of change	exponential functions		distributions	vertex-edge
	Minimum path lengths	intro to linear & non-linear functions	recursion		various plots	optimization
		recursion	properties of exponents		measures of center	Euler paths & circuits
		linear functions			measures of variation	critical paths
		inequalities			transformations
		best fit lines
Integrated Math II	plane geometry		matrix operations		least squares
	isometric transformations		systems of equations		correlation
	tilings		systems of equations		variability
	Platonic solids		matrices
	coordinate geometry		quadratric functions
	midpoints		direct variation models
	distance		inverse variation models
	isometric transformations		rules of exponents
Integrated Math III	similarity		systems of equations & inequalities	trig ratios	standard deviation
	inductive reasoning		linked variables	indirect measurement	normal distribution
	deductive reasoning		polynomial functions	angular & linear velocity	statistical process control
	proofs		exponential functions	periodic change
	angles		rational functions	periodic functions
	congruence		factoring	linear programming
			quadratic formula
Integrated Math IV			review of functions	periodic functions		iteration
			transformations	logarithmic functions		recursion
				exponential functions		sequential change
				rational functions		arithmetic & geometric sequences
				polynomial functions		linear & nonlinear recurrence relations
				symbolic reasoning

Students completing three years of integrated math will have covered more than the traditional high school curriculum through Algebra 2.

MEA and Sat Results

Results from MEA and SAT testing during the school year 2001-2002 indicated that Integrated Math student scores were at or above the scores achieved by conventional math students.

Maine Learning Results

The Integrated Math curriculum demonstrates the Guiding Principles identified by the Department of Education

Each Maine student must leave school as:

I. A clear and effective communicator
II. A self-directed and life-long learner
III. A creative and practical problem solver
IV. A responsible and involved citizen
V. A collaborative and quality worker
VI. An integrative and informed thinker

Furthermore, the Integrated Math curriculum requires proficiency in all topics described in the Maine Learning Results (specifics are identified with each unit):

A. Numbers and Number Sense
B. Computation
C. Data Analysis and Statistics
D. Probability
E. Geometry
F. Measurement
G. Patterns, Relations, Functions
H. Algebra Concepts
I. Discrete Mathematics
J. Mathematical Reasoning
K. Mathematical Communication

"Mathematical skills must extend beyond the capability to calculate into the use of mathematics to investigate, analyze, and interpret." (Maine Learning Results, pg. 39)

Citations

Core-Plus Mathematics Project. 2003. (http://www.wmich.edu/cpmp/)

Coxford, AF et al, eds. Contemporary Mathematics in Mathematics in Context. 8 vols. Chicago: Everyday Learning Corp., 2001

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