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Frequently Asked Questions (FAQs)
- Does this curriculum satisfy college entrance exams?
- Will students be prepared to take Calculus in college?
- How are the different courses organized?
- What does 'integrated mathematics' mean?
- What advantages does such a curriculum provide students?
- How are multiple learning strategies utilized within this curriculum?
- Will students miss skills needed to take advanced mathematics?
- How are the needs of honor students addressed?
- Are students prepared to take Advanced Placement courses?
- Why the emphasis on problem solving in applied contexts?
- Will all students need to purchase a graphics calculator?
- What about test scores?
- What changes are occurring in standardized exams?
- What assessment options are available to a school district and to the classroom teachers?
- How is this curriculum implemented in a school district?
- How do school districts involve the community in the decision process?
- What kind of professional development is available?
- Where
is additional information available?
1. Does
this curriculum satisfy college entrance exams?
A wide range of colleges and
universities has accepted SIMMS Integrated Mathematics course credits
across the country. These courses will prepare students for college level
mathematics, including Calculus. Levels 1, 2, and 4 (or 5) are regarded
as substitutes for Algebra I, Geometry, and Algebra II. College entrance
requirements vary greatly so students are encouraged to check with those
schools where they anticipate applying to obtain full admission details.
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2. Will students be prepared to take Calculus in
college?
Yes. Successful completion
of Levels 1, 2, 4, and 6 are recommended for students anticipating studying
Calculus whether that study of Calculus begins while still in high school
or begins at a college or university.
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3. How are the different courses organized?
Each year of study is called
a Level. There are six Levels for the four years of high school and they
are intended to be a full high school curriculum with the exception of
Advanced Placement courses. Levels 1 and 2 are core mathematics for all
students. Levels 4 (generally Grade 11) and 6 (generally Grade 12) are
designed for those students planning on enrolling in mathematics or other
mathematics-based majors in college. Levels 3 and 5 are designed for those
students who also desire to take more mathematics but are not necessarily
considering work or study where mathematics plays as central a role as
it does in such endeavors as engineering and science.
Each Level is separated into
Modules (chapters). Those Modules are further divided into Activity, Discussion,
and Assignment sections. The Activity section is typically where students
first engage a particular mathematics topic within some real-world application.
The Discussion section is designed to insure each student has a clear
understanding of the mathematics initially developed in the Activity section.
The Assignment section provides opportunities for students to practice
those mathematical skills both in skill development and application problems.
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4. What does 'integrated mathematics' mean?
'Integrated mathematics' incorporates
a method of organizing the mathematics students learn in a manner different
from what most adults experienced in high school. Most adults studied
high school mathematics in courses that featured a primary branch of mathematics
each year--Algebra I, Geometry, Algebra II. Far too many students struggled
with this arrangement and stopped their mathematics study as soon as minimum
school requirements were met. As a result, too many students limited their
future career options. In an integrated mathematics curriculum, students
study mathematics from several branches each school year. The focus is
on being a confident problem solver, understanding how the various branches
of mathematics are connected and how mathematics is connected to the real
world, communicating and reasoning mathematically, and utilizing the power
of multiple representations in the study of mathematics.
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5. What advantages does such a curriculum provide
students?
Employers are increasingly
demanding employees who work well with others. The utilization of collaborative
grouping for some learning activities prepares students for that expectation.
Our ever-changing world demands
a citizenry with increased mathematical and technology skills. The emphasis
on making appropriate use of technology to study a wide range of mathematical
topics prepares students for that world.
At all levels of citizenry
people are expected to read and communicate at increasingly higher levels.
The emphasis on reading, writing, and communicating within this curriculum
is a decided advantage for students.
Mathematics is a powerful tool
only if students know how to apply those tools to real problems. The strong
emphasis on solving real-world problems prepares students to become confident
problem solvers.
This curriculum prepares students
to succeed in whatever endeavor they choose.
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6. How are multiple learning strategies utilized
within this curriculum?
Learning theory clearly demonstrates
that students learn in a wide range of learning styles. Many students
may have a dominant strategy or a combination of strategies that best
allows them to learn.
Teachers certainly provide
direct instruction for those aspects of the learning where that strategy
is most effective. For other activities, students may work individually
or in pairs or in small collaborative groups. The emphasis is on providing
a rich learning environment where ALL students can be successful.
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7. Will students miss skills needed to take advanced
mathematics?
No. All prerequisite skills
needed in advanced mathematics will be covered in the SIMMS Integrated
Mathematics materials.
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8. How are the needs of honor students addressed?
An integrated mathematics curriculum
allows a teacher to address honor student needs in two ways. One option
is to have the student work within each Module to deepen their knowledge
of a given topic. The modular nature of the curriculum facilitates such
an approach. Another option is to have a student enroll in a given Level
at an earlier age. For example, capable students can begin Level 1 in
Grade 8 instead of Grade 9.
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9. Are students prepared to take Advanced Placement
courses?
Yes. Successful completion
of Levels 1, 2, 4, and 5 or 6 prepares students for AP Statistics. Levels
1,2, 4, and 6 are recommended for AP Calculus. Just as happens in schools
without an integrated curriculum, schools with this curriculum typically
choose from three options to make the extra courses available to their
students.
One option is to identify capable
students early and begin them in Level 1 in Grade 8. A second option is
for students who do extremely well in a fully implemented integrated mathematics
program in middle school. These students can enroll in Level 2 in Grade
9. A third option is to allow students to take two of the Levels in the
same year, thereby freeing the Senior year for an Advanced Placement course.
Generally students take Levels 4 and 6 concurrently.
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10. Why the emphasis on problem solving in applied
contexts?
A typical question from students
in traditional algebra and geometry classes is “What is the mathematics
good for?” or “When are we ever going to use this?” Business
and industry want employees who are problem solvers and know how to apply
mathematics.
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11. Will all students need to purchase a graphics
calculator?
The purchase of a graphing
calculator with graphing, list, and statistic capabilities is strongly
recommended but not required. Many schools provide classroom sets for
student use while in the classroom. Students should contact their school
to determine the specific calculator the Mathematics Department recommends.
For Levels 4, 5, and 6 a graphing calculator with CAS (Computer Algebra
System) capabilities is an added advantage. This is a good investment
in a student's education as students will use the calculator extensively
in mathematics and science courses.
Technology is rapidly affecting
the learning environment in our classrooms. The position of SIMMS Integrated
Mathematics and the National Council of Teachers of Mathematics is
that both calculators and computers are tools that, when used properly,
enhance the learning and teaching of mathematics.
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Students in this curriculum have consistently scored at least as well on examinations of traditional mathematics skills as those students from the Algebra I, Geometry, Algebra II course sequence. These results are in spite of many such examinations not allowing the use of calculators which SIMMS Integrated Mathematics students use extensively. On assessments of problem-solving skills, SIMMS Integrated Mathematics students consistently outperform students from the Algebra I, Geometry, Algebra II course sequence.
Please click
here to view 'Assessment Outcomes' for more detailed information about
assessment results.
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13. What changes are occurring in standardized exams?
Standardized exams such as
PSAT, SAT, and ACT are changing rapidly in focus and format. The trend
is for such tests to assess mathematics skills while adding an increasing
emphasis on solving problems of a more open-ended nature. Similar changes
are true for many of the state assessments.
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14. What assessment options are available to a school
district and to the classroom teachers?
In the year before implementing
Level 1, schools are encouraged to develop an Assessment Plan. This plan
typically includes identification of those assessment instruments that
guide curriculum decisions in the school district. The establishment of
baseline data for these instruments is critical. Each subsequent year
the schools reassess with these identified instruments and make adaptations
to the implementation process as warranted.
Teachers are introduced to
a wide range of assessment options during the professional development
that precedes implementation. Generally teachers choose from some options
and implement the ideas over time. Some typical options are Module tests
and quizzes that come with the curriculum, teacher-made exams, rubrics
for homework and group work, projects, oral and written presentations,
and portfolios or notebooks.
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15. How is this curriculum implemented in a school
district?
It is recommended that schools
implement this curriculum one Level at a time, beginning with Level 1
in the first year. The second year, Level 1 continues and Level 2 begins.
For the third year, a decision
needs to be made regarding Levels 3 and 4. Small schools generally choose
to implement only one of these courses since they have a limited number
of staff. Some large schools make similar choices but most offer both
courses to provide the maximum flexibility in meeting student needs. The
same scenario is true for the fourth year with Levels 5 and 6.
By the end of the fourth year
of implementation, all Levels will be in place. Some schools choose to
phase out their other mathematics courses in a yearly progression. At
the beginning of the fifth year of implementation in this process, all
students are enrolled in the integrated curriculum, with the possible
exception of those enrolled in Advanced Placement courses. Other schools
choose to offer a dual track with students choosing between the integrated
curriculum and the Algebra I, Geometry, Algebra II sequence. There are
advantages and limitations to both choices.
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16. How do school districts involve the community
in the decision process?
It is critical to involve
the community early in the adoption process. For most parents this type
of curriculum is a change from what they experienced as students. They
rightfully want to know the reason for the change and how it will benefit
their students.
Once the curriculum is adopted
and the actual implementation has begun, schools are encouraged to invite
the parents to Parent Night events. This provides an opportunity for the
teachers to show them first hand how the program is working, the expectations
for teachers and students, and build on the support generated during the
adoption process.
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17. What kind of professional development is available?
Professional development prior
to implementation and during implementation is critical to the most successful
implementation. A week of professional development prior to beginning
Level 1 is suggested with subsequent follow-ups during the school year.
This is continued for Level 2. Professional development is available for
all six Levels.
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18. Where is additional information available?
Additional information is
available at the following locations:
Kendall/Hunt Publishing Company
Dubuque, Iowa
800-542-6657
www.simms-im.com
Gary Bauer
SIMMS Integrated Mathematics Dissemination Center
gbauer@montana.edu
800-693-4060
