Mathematics

Grosse Pointe Public Schools District Site

Introduction to the Math Curriculum

The Math Curriculum in the Grosse Pointe Public School System has these important themes:

The first is balance. Rather than engaging in debates about whether students should have math skills and know facts or whether they should be capable of in depth reasoning and problem solving, our teachers have opted for both. We see no reason why our students shouldn’t have it all.

The second theme is comprehensiveness. This curriculum will ultimately be K-12 and will encompass all courses within the district.

The third is consistency. The same curriculum and core materials will be in use in all schools at a given level within the district. Parents will know what to expect at each level and at each school.

The fourth is challenge. In accordance with our principles of differentiation, we want each student to be encouraged to work to his or her potential and our teachers are committed to using quality instructional methods and materials that enable each student to do so.

It’s important to note that our district as a whole and all of our secondary schools have enjoyed a high rate of success on all measures of testing. The current curriculum revision is not because of any deficit in our students’ achievement and there are no crises. Nonetheless, the Board felt that it was in the best interest of our students to determine a consistent high quality math program and to unify our efforts.

Background

During the 90s the district’s math curriculum became increasingly diverse. Each of the high schools was using similar objectives but different course sequences and different instructional programs. A major factor in that divergence was a lack of agreement on terms – particularly on what constituted algebra. Middle and elementary programs also diverged. Sometimes they didn’t align with the secondary schools to which they were feeders. Concern in the district about the alignment and consistency of our programs increased.

In 1996 the Board of Education asked that efforts to reconcile the programs be increased and that the job of creating a consistent program be completed. The current committee was formed with the mission to provide a high quality, consistent, balanced district math curriculum K-12.

Current Status

The implementation of both the elementary and middle school programs began in September of ‘98 and is guided by certain principles:

Use of a multi-text approach (consistent with language arts and social studies) with a great deal of teacher flexibility in use.
Extensive use of supplementary materials including those that are teacher developed.
Provision for differentiation by flexible use of the texts and material that are appropriate to the child’s level of achievement not those that carry his or her grade level.

The high school curriculum will be phased in gradually. In the fall of 1999, the ninth grade students entered high school into the new course sequence. Over the next three years, the new curriculum will be implemented at all grade levels.

Last updated:08/13/2006