## D64 Transitions To Integrated Math In 2019

As announced in fall 2018, Maine Township High School District 207 is introducing Integrated Math in the 2019-20 school year. Because District 64 offers high school level courses to our advanced middle school students, our course offerings for Accelerated Math and Channels of Challenge math will also include Integrated Math beginning in the 2019-20 school year, too.

As we transition to this new curriculum, this webpage is intended to share: details about the program tips for parents to support your child at home and the anticipated trimester schedule of key topics. As we move through this first year of implementation, we will continue to add resources to this webpage.

**What is Integrated Math?**

Traditionally, high school mathematics in the United States has been taught in the sequence of Algebra 1, Geometry, and Algebra 2. Integrated mathematics re-imagines these courses as Math 1, Math 2, and Math 3, where algebraic, geometric, and statistical thinking are embedded throughout all three courses. Spiraling concepts in this way supports the continued practice of mathematical skills and concepts to help embed them in long-term memory.

**How have D64 teachers prepared for the transition?**

**How will this impact District 64 offerings? **

The adjusted course sequence includes the use of the following resources:

Integrated Math III |

**What happens after students complete the required 3-year high school math sequence?**

**What is the structure of an Integrated Math lesson? **

## What Kind Of Math Is Math 3

Math 3 students study **piecewise, polynomial, rational, and sinusoidal functions**. Geometric units focus on circles and their properties and modeling with 2D and 3D geometric figures. Probability rules learned in previous courses are extended to the statistics of making inferences and justifying conclusions.

## A Focus On Connections

Switching to integrated math poses resource and logistical challenges for schools and has plenty of detractors, including among math teachers. But for some educators, the introduction of the common core provided an opportune moment to make significant changes to the high school curriculum.

As Edward Logiudice, the math-department chairman at North Middlesex Regional High School in Townsend, Mass., put it: If we stayed with a traditional pathway, wed have to rewrite curriculum anyway to fit the new standards. The more we discussed it, and the more we looked at the standards, it just made sense for us to go to integrated.

For some, the notion that making a significant change to course structure might give the new standards some added leverage was also a factor.

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## All You Need To Know About The Introduction Of Integrated Math

- Posted October 19, 2018

District 64 and Maine Township High School District 207 hosted a unique, joint presentation on Wednesday, October 17 regarding the introduction of Integrated Math beginning in the 2019-20 school year.

**What is Integrated Math? **

Traditionally, high school mathematics in the United States has been taught in the sequence of Algebra 1, Geometry, and Algebra 2. Integrated mathematics re-imagines these courses as Math 1, Math 2, and Math 3, where algebraic, geometric, and statistical thinking are embedded throughout all three courses. Spiraling concepts in this way supports the continued practice of mathematical skills and concepts to help embed them in long-term memory.

After three years of Integrated Math, students will have mastered the concepts presented in a traditional three-year pathway. However, we expect students problem-solving and reasoning skills to be much stronger, because Integrated Math more deeply explores the relationships among algebraic, geometric, and statistical concepts. Through the Integrated Math curriculum, students are challenged to solve math tasks rather than simply focusing on mastering algorithms.

**How will this impact District 64 offerings? **

**What happens after students complete the required 3-year high school math sequence?**

## Districts Split On High School Math Choices

The creators of the Common Core did not endorse either approach. Los Angeles Unified, by far the states largest district, has decided to stick with the traditional approach for now. Philip Ogbuehi, the districts secondary math coordinator, argued that the traditional sequence also contains statistics, geometry and algebra concepts that are in some ways integrated.

In addition, he said that switching to an integrated sequence would have placed significant financial demands on the district. We would have to retrain all the algebra and geometry teachers and change the resources that are already in place for the traditional sequence, he said.

But sticking with the traditional pathway still presents challenges, as San Jose Unified has found. In particular, teachers have to incorporate the Common Core standards into courses they may have been teaching for years. During the transition phase, they have been able to use existing textbooks, and have found or made up additional materials to supplement them, according to Jackie Zeller, director of secondary curriculum, instruction and English learner services.

The district eventually adopted the SpringBoard curriculum, an online and print curriculum developed by the College Board for this fall. To get ready, all math teachers received two days of training in the new curriculum this summer. Most teachers like the new standards, but it has been a lot of work, she said.

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Regardless of which one they embrace, many teachers, schools and districts have been scrambling to find appropriate textbooks and supplemental materials, develop lesson plans, and provide professional development to teachers aligned with the new standards.

The state does not keep track of which approach districts are adopting. But an EdSource review of the states 30 districts with the largest high school enrollments shows that the traditional approach Algebra 1, geometry, Algebra 2 is still used in 15 of them. The remaining 15 have embraced the integrated Math I, II and III pathway.

Of the six public school districts and the Aspire charter school network EdSource has been closely tracking as they implement the Common Core, four districts and Aspire have opted to continue teaching using the traditional pathway. The remaining two are committed to the integrated pathway.

Which sequence a district adopts has implications for both students and teachers.

Proponents of the integrated pathway argue that it is academically more effective, and in line with how secondary math is taught in Japan, Singapore and other countries where students are performing at a higher level than in the U.S. As Phil Daro, one of the architects of the Common Core math standards, pointed out, Math instruction in Japan and other Asian countries is and always has been integrated. The U.S. has an integrated approach through 8th grade its only in high school that it has been split apart.

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As a result Integrated Mathematics III will be quite similar to **Algebra II** but not exactly the same curriculum. You will have some elements of Geometry thrown in, to make room some of the standard Algebra II material has drifted downward to Integrated Algebra II, instead of being in Integrated Mathematics III.Integrated Mathematics III **incorporates advanced functions, trigonometry, and probability and statistics as students synthesize their prior knowledge and solve increasingly challenging problems**.Math 3 students study **piecewise, polynomial, rational, and sinusoidal functions**. Geometric units focus on circles and their properties and modeling with 2D and 3D geometric figures. Probability rules learned in previous courses are extended to the statistics of making inferences and justifying conclusions.

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## Pathways In The Common Core

The Common Core State Standards lay out two pathways for teaching math in high schoolthe traditional Algebra 1-geometry-Algebra 2 sequence and an integrated sequence. The integrated math sequence blends the topic of algebra, geometry, probability, and statistics.

We knew that the common core was very different, and we were afraid that if we didnt make some kind of statement about the differences, people would just do what they always did, said Diana Suddreth, the interim director of teaching and learning at the Utah education department.

Integrated math has growing support in the mathematics-education community. A study published in the *Journal for Research in Mathematics Education* last year tracked students over three years and found that those who were being taught with an integrated-math curriculum outperformed their counterparts who were in a traditional sequence.

We cant say why, the fact that they did is an indication that curriculum matters, said James E. Tarr, a professor of mathematics education at the University of Missouri, in Columbia, and one of the studys authors. Since our results have come out, I have heard from people throughout the world who did not find our results to be surprising.

## What Is Integrated Math

Many, if not all of us, learned math in High School following a traditional method. This is because we went to school in the United States. In other words, we studied math as different schools of mathematics our teachers divided into each school year.

A typical path might be Algebra 1, Geometry, Algebra 2, and so on. In this case, students study Geometry one year, and then never truly used it again until it was time to study for the ACT or SAT. They study Algebra and then struggle to apply it after taking a year off.

Its safe to say, we all remember the experience of sitting in front of an important test and drawing a blank.

Menaul School now teaches Integrated math, a different approach. It involves many topics of mathematics each year. Every math course our students take involve algebra, geometry, trigonometry, statistics, and more. Therefore, lessons builds on each other and get more advanced year after year.

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## Is Integrated Math A Better System

According to this article by Madeline Will for EdWeek.org, students learning with an integrated math curriculum are proven in studies to outperform students who follow the traditional American math curriculum.

In this article, Will states: Many countriesincluding those whose students outperform the United States in international assessmentsuse an integrated-mathematics sequence at the secondary level.

She goes on to say:

And many American teachers and administrators who have transitioned to a combined-math pathway say they have seen benefits.