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Evaluation

Students will be closely monitored and evaluated throughout the year at the following intervals:

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• 1 Marking Period Progress Report • 3 Marking Period Progress Report
st
rd
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• 1 Marking Period End • 3 Marking Period End
nd
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• 2 Marking Period Progress Report • 4 Marking Period Progress Report
• 2 Marking Period End • 4 Marking Period End
th
nd
A sub-committee will be formed to evaluate the pilot. A formal report will be made to the school
board.
Research

1. The following research supports the implementation of this pilot.

2. “In my view, the “layer cake” approach to high school mathematics that currently dominates so
many secondary school mathematics programs—built on course sequences such as algebra I,
geometry, algebra II, or algebra I, algebra II, geometry—is an outmoded approach in a 21st-century
educational system. There are a number of reasons why I believe that at this point in our history an
integrated approach would be an improvement over the “layer cake” approach. Among them are
some important interconnected challenges that we face we need to:

a. Lay the groundwork for more mathematics options in the transition from high school to
college
b. Understand the vision and approach of the Common Core State Standards for Mathematics,
which have been adopted by so many states of and
c. Reflect on what it means to be internationally benchmarked (NCTM).”

3. “Studies show that integrated math instruction positively impacts mathematics achievement. Four
experimental studies examined in this report found that students enrolled in integrated math courses
outperformed students enrolled in traditional math courses (Hanover Research).”

4. “Integrated math courses help students develop a deeper understanding of mathematical concepts
and an appreciation for the relevance of these concepts to the real world (Hanover Research).”

5. Research has shown, students in an integrated math curriculum performed as well or better than
students in a traditional course of study. However, this study goes on to say, “While integrated
mathematics appeared to be at least as effective as subject-specific instruction for all students in
general, it appeared to be more effective when used with students in high-needs settings (Ferguson,
2016).

6. A study published in the Journal for Research in Mathematics Education last year tracked students
over three years and found that those who were being taught with an integrated-math curriculum
outperformed their counterparts who were in a traditional sequence (Will)”

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