The Mathematics curriculum follows the guiding principles of the Massachusetts Mathematics
1) mathematical ideas must be explored,
2) all students must have access to high quality mathematics programs,
3) mathematics learning is a lifelong process,
4) mathematics instruction must connect with other disciplines and move toward integration
of mathematical domains,
5) group work enhances the learning of mathematics,
6) technology is an essential tool, and
7) mathematics assessment must be multifaceted to monitor student performance, improve instruction,
enhance learning and encourage student self-reflection. The core subjects for all college
preparatory students include Algebra I, Geometry, and Algebra II. Beyond this, a full range
of opportunities exists for students to broaden and refine their mathematical skills through
specialized and advanced courses.
As active learners, students are expected to share in the responsibility of becoming mathematically
literate and technically competent. Students will explore, investigate, validate, discuss, represent,
and construct mathematics while teachers create the learning environment, guide, discuss, question,
listen, and clarify. Five learning standards integrated throughout the curricula include
1) mathematics as problem solving,
2) mathematics as communicating,
3) mathematics as reasoning,
4) mathematical connections, and
5) mathematical representations.
Five mathematic strands interwoven throughout the curricula are
1) number sense and operations,
2) patterns, relations, and algebra,
4) measurement, and
5) data analysis, statistics and probability.
Those students wishing to take AP Calculus should successfully complete the Honors sequence.
Calculators may be used in all mathematics courses in order that students may
1) concentrate on the problem-solving process,
2) gain access to mathematics beyond the students' level of computational skills,
3) explore, develop, and reinforce concepts including estimation, computation, approximation, and properties,
4) experiment with mathematical ideas and discover patterns, and
5) perform those tedious computations that arise when working with real data in problem-solving situations.
Since scientific or graphing calculators are necessary for most courses, students should provide
their own calculators. Teachers will inform students of the recommended calculator at the
beginning of the school year.