Contemporary Mathematics in Context: A Unified Approach. Core-Plus Mathematics Project: Scope & Sequence

• Main Authors: Coxford, Arthur F, Fey, James T, Hirsch, Christian R, Schoen, Harold L, Burrill, Gail, Hart, Eric W, Watkins, Ann E
• Format: Report
• Language: English
• Published: Everyday Learning Corporation 1998
• Subjects: Academic Standards; Core Plus Mathematics Project; High Schools; Mathematics Curriculum; Mathematics Instruction; NCTM Curriculum and Evaluation Standards; NCTM Professional Teaching Standards; Program Descriptions
• ISBN: 9781570394997; 1570394997

Contemporary Mathematics in Context is a four-year, integrated mathematics program developed by the Core-Plus Mathematics Project (CPMP) at the Everyday Learning Corporation. The program features student and teacher materials for a three-year core curriculum for all students as well as a fourth-year course continuing the preparation of students for college mathematics. The materials were designed to implement the vision of high school mathematics as portrayed in the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics and Professional Standards for Teaching Mathematics. Each course of Contemporary Mathematics in Context (CMIC) features "strands" of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. These strands are connected within units by fundamental ideas such as symmetry, functions, matrices, data analysis, and curve-fitting. The strands are also connected across units by mathematical habits of mind such as visual thinking, recursive thinking, searching for and describing patterns, making and checking conjectures, reasoning with multiple representations, inventing mathematics, and providing convincing arguments. The strands are linked further by the fundamental themes of data, representation, shape, and change. Important mathematical ideas are continually revisited through these connections so that students can develop a healthy understanding of mathematics. Each of the first three courses of the CMIC curriculum consists of seven units and a culminating capstone experience. The final element of each course--the capstone--is a thematic, two-week, project-oriented activity that enables students to pull together and apply the important mathematical concepts and methods developed over the entire course. Unit titles for the three-year core curriculum for all students are presented in a table. Each of the four strands is divided into major categories, under which are found the mathematical topics addressed in CMIC. (ASK)