RATIONALE

Introduction

The mission of the Parkway School District is to reach and teach each student, all students, every day…together.  This mission is supported by a strong and consistent commitment that all students meet high academic standards in preparation for problem solving in an increasingly changing world.  In his book Mathematical Problem Solving, Alan Schoenfeld wrote,

“You understand how to think mathematically when you are resourceful, flexible, and efficient in your ability to deal with new problems in mathematics.” (1985)

In order to be effective problem solvers in the 21st century, students need to understand mathematics.  Students must encounter problem situations that require reasoning, computation, and communication.  We regularly study the most efficient methods for reaching solutions, but also realize that examining different solution methods helps develop more flexible problem solving skills.  Our instruction and assessment is focused on instilling students with enduring understandings in mathematics.  Mathematics education in the Parkway School District provides the core knowledge and skills to prepare each student for his or her role as a critical thinker.

Rationale

In 2000, the National Council of Teachers of Mathematics wrote the following in their Principles and Standards for School Mathematics:

We live in a time of extraordinary and accelerating change.  New knowledge, tools, and ways of doing and communicating mathematics continue to emerge and evolve.  Calculators, too expensive for common use in the early eighties, now are not only commonplace and inexpensive but vastly more powerful.  Quantitative information available to limited numbers of people a few years ago is now widely disseminated through popular media outlets. (p. 4)

 

In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures.  Mathematical competence opens doors to productive futures.  A lack of mathematical competence keeps those doors closed…All students should have the opportunity and the support necessary to learn significant mathematics with depth and understanding.  There is no conflict between equity and excellence. (p. 5)

In the short time since the release of this NCTM publication, technological achievements have increased even more rapidly.  In order to prepare each student for his or her role as an effective problem solver in an increasingly changing world, the K-12 Mathematics Program provides instruction in five essential content strands: Number and Operations, Algebraic Relationships, Geometric and Spatial Relationships, Measurement, and Data and Probability.  The mathematics curriculum is designed to enable students to be successful in college and in employment after leaving high school by helping them apply knowledge in different contexts, articulate their thinking, and efficiently use mathematical processes.

Guiding Documents

The K-12 mathematics curriculum draws on research and recommendations from major national and state documents as well as feedback from Parkway stakeholders.

• Parkway Mathematics Program Evaluation (2006)
• The Missouri Show-Me Standards (1996)
• The Missouri Grade Level Expectations for K-12 Mathematics (2004)
• Principles and Standards for School Mathematics, published by the National Council of Teachers of Mathematics (2000)
• Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, published by the National Council of Teachers of Mathematics (2006)