Preamble to the Southwest Region Schools
Mathematics Curriculum

The mathematics curriculum of the Southwest Regions School District is designed to address both the Alaska State Content and Performance Standards/Alaska High School Graduation Qualifying Exam and the specific needs of the students served by the Southwest Region School District. The intent of the curriculum is to develop within the students the solid base of number sense and algebraic/logical thought patterns necessary for success on the AHSGQE and post-secondary pursuits in educational and career choices. The curriculum is composed of several component parts, includung NCTM Standards-based textbook lessons, remedial programs, and real-life problem solving and exploratory activities. The components are intended to address the shifts in emphases as identified in the NCTM Standards. The availability and use of modern calculator technology is assumed and heavily utilized to alleviate students from tedious, time-consuming calculations and to provide opportunities for engagement in higher-level applications of mathematical concepts. The various components of the curriculum also lend themselves to ongoing, multiple assessment and opportunities for various student intelligence and learning styles to manifest themselves. The curriculum consists of classes in pre-algebra (8th grade), algebra (9th grade), geometry (10th grade), advanced algebra (11th grade), and pre-calculus (12th grade). The sequence and time table is designed to prepare students to successfully complete the AHSGQE in the eleventh grade.

The pre-algebra course includes textbook lessons, mental arithmetic skills practice, calculator skills workshops (scientific calculator assumed), and manipulative laboratories. The textbook lessons are designed to provide the backbone of sequential, progressive knowledge and skills necessary to prepare the students for later, more advanced course work. The calculator skills workshops are designed to develop the basic calculator skills necessary for efficient and effective use of calculator technology for performing basic arithmetic operations and calculations. The mental arithmetic skills practices are designed to develop efficient and effective methods of mental calculation and to counteract the tendency of students to become dependent upon calculators for basic computations. Both the calculator and mental arithmetic components will stress the proper use of mental, pencil and paper, and electronic methods of calculation, with an emphasis on choosing the appropriate tool for a given situation. The manipulative activities are designed to provide concrete, tangible representations of numeracy and numerical manipulations. These activities are remedial in the sense that they develop a mental connection between concrete examples of number, arithmetic operations, the place value system, and fractions and the symbolic representation and manipulation of these conceptions. The intent is that the increased familiarity with numeracy and numerical operations will result in greater performance and success in more advanced math classes.

The algebra course includes textbook lessons, mental arithmetic skills practice, calculator skills workshops (programmable, graphing calculator assumed), and logic activities. The textbook lessons are designed to provide the backbone of sequential, progressive knowledge and skills necessary to prepare the students for later, more advanced course work. The calculator skills workshops are designed to develop the basic calculator skills necessary for efficient and effective use of calculator technology for performing basic arithmetic operations and calculations, including specialized key functions and the use of memory input and recall. The mental arithmetic skills practices are designed to develop efficient and effective methods of mental calculation and to counteract the tendency of students to become dependent upon calculators for basic computations. Both the calculator and mental arithmetic components will stress the proper use of mental, pencil and paper, and electronic methods of calculation, with an emphasis on choosing the appropriate tool for a given situation. The logic component is designed to develop the basic deductive reasoning skills necessary for success in math and the sciences.

The geometry course description is slated for later development.

The advanced algebra course includes textbook lessons, mental arithmetic skills practice, calculator skills workshops (programmable, graphing calculator assumed), and formal logic activities. The textbook lessons are designed to provide the backbone of sequential, progressive knowledge and skills necessary to prepare the students for later, more advanced course work. The calculator skills workshops are designed to develop the basic calculator skills necessary for efficient and effective use of calculator technology for performing basic arithmetic operations and calculations, including specialized key functions and the use of memory input and recall, the use of the calculator's programming and graphing capabilities, and the use of the calculator's built-in data storage, manipulation, and analysis functions. Emphasis will be on the application of the calculator's capabilities to investigate real world phenomena. The mental arithmetic skills practices are designed to develop efficient and effective methods of mental calculation and to counteract the tendency of students to become dependent upon calculators for basic computations. Both the calculator and mental arithmetic components will stress the proper use of mental, pencil and paper, and electronic methods of calculation, with an emphasis on choosing the appropriate tool for a given situation. The formal logic component is designed to develop the critical deductive and inductive reasoning skills necessary for success in math and the sciences.

The pre-calculus course includes textbook lessons, mental arithmetic skills practice, and calculator skills workshops (programmable, graphing calculator assumed). The textbook lessons are designed to provide the backbone of sequential, progressive knowledge and skills necessary to prepare the students for later, more advanced course work. The calculator skills workshops are designed to develop the basic calculator skills necessary for efficient and effective use of calculator technology for performing basic arithmetic operations and calculations, including specialized key functions and the use of memory input and recall, the use of the calculator's programming and graphing capabilities, and the use of the calculator's built-in data manipulation and analysis functions. The mental arithmetic skills practices are designed to develop efficient and effective methods of mental calculation and to counteract the tendency of students to become dependent upon calculators for basic computations. Both the calculator and mental arithmetic components will stress the proper use of mental, pencil and paper, and electronic methods of calculation, with an emphasis on choosing the appropriate tool for a given situation.