The economy in which graduates of our schools will seek employment is more competitive than ever and is rapidly changing in response to advances in technology. To compete in today’s global, information-based economy, students must be able to solve real problems, reason effectively, and make logical connections. In this changing world those who have a good understanding of mathematics will have many opportunities and doors open to them throughout their lives. Today’s workforce requires mathematical knowledge and skills in areas such as data analysis, problem-solving, pattern recognition, statistics and probability; therefore, our school’s curriculum must prepare students for these expectations.
The Clinton-Glen Gardner School is committed to providing all students with the opportunity and the support necessary to learn significant mathematics with depth and understanding. To that end, students will engage in a wide variety of learning activities designed to develop their ability to reason and solve complex problems. Calculators, computers, manipulatives, technology, and the Internet will be used as tools to enhance learning and assist in problem solving. Group work, projects, literature, and interdisciplinary activities will make mathematics more meaningful and aid understanding. Classroom instruction will be designed to meet the learning needs of all children and will reflect a variety of learning styles.
The math curriculum fosters students who:
- Develop computational, conceptual, problem-solving and reasoning skills
- Demonstrate their understanding of mathematical concepts based on higher levels of mathematical thought
- Use technology and other tools as an integral part of solving mathematical problems
New Jersey Student Learning Standards
Intent and Spirit of the New Jersey Mathematics Learning Standards
For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is "a mile wide and an inch deep."
The math standards provide clarity and specificity rather than broad general statements. The standards draw on the most important international models for mathematical practice, as well as research. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles (coherence) such as place value and the laws of arithmetic to structure those ideas.
In addition, the "sequence of topics and performances" that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing "sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise." Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards.
To view the mathematics curriculum for a particular grade level, please use the links below.