Integrated Mathematics? Yes, but Teachers Need Support! By Bob TrammelJanuary 2001 In my school district, we have been using an integrated secondary mathematics curriculum for the past two years.
The teachers are now sold on its merits, but much convincing and a considerable amount of professional development work were needed to make it successful. A fundamental reason for this groundwork is that an integrated curriculum is very different from a traditional curriculum. After looking at how the two curricula and approaches to them may differ, we can consider what is needed to make an integrated program work. An examination of integrated math curricula versus traditional math curricula - Wilmington K-12. If you're in your 30's or 40's, your learning experience with mathematics was probably one in which your math courses were neatly compartmentalized.
In high school you may have studied algebra, then geometry, then algebra 2, and then pre-calculus. In such a course load, the names of the courses imply a division between them. Just as a child might not mix his peas and mashed potatoes together, mixing algebra with geometry was simply not done. An Opportune Time to Consider Integrated Mathematics. By NCTM President J.
Michael ShaughnessyNCTM Summing Up, March 2011 In the February President’s message, I addressed the issue of alternative pathways for our secondary mathematics students as they make the transition from high school mathematics into post-secondary mathematics in colleges, community colleges, and universities.