I think statistics is totally applicable to real life, and that it’s a breath of fresh air for many kids. I tell my students they can use statistics to be citizen scientists. We can figure out the wait time for the walk signal on 80th street. By averaging the wait time for the walk signal at random times, we can plot the data, find trends, and come to some conclusions. Then we can use those statistics to ask for a longer walk time. I love teaching students how to apply what they’ve learned in class." –Math Teacher David Peabody
Mathematics education should give all individuals the power of problem solving, the ability to participate intelligently in civic affairs, the skills needed to pursue educational and career choices, and an appreciation of the richness and beauty of mathematics along with its importance in our culture. All classes provide opportunities for students to organize their thinking, reason logically, choose critically from different problem-solving strategies, learn and apply various technologies, express their ideas both orally and in writing, and work cooperatively with their peers.
One year each of Algebra I, Algebra II, and Geometry and one semester of Introduction to Statistics are required for graduation. Typically, students complete these required courses in the following sequence: Algebra I (one year); Geometry A (fall) and Algebra IIA (spring); and Algebra IIB (fall) and Geometry B (spring), Introduction to Statistics (fall). Classes are mixed-grade, as students proceed through the sequence according to their mastery and readiness. Students may choose to take more classes upon completing these courses, including Pre-calculus, Calculus I, Calculus II, Advanced Statistics and other elective offerings.
Students present their work during a math class.