SAU #35 Mathematics Action Team
Statement of Philosophy

"Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics instruction.  There are ambitious expectations for all, with accommodation for those who need it.  Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals.  The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding.  Technology is an essential component of the environment.  Students confidently engage in complex mathematical tasks chosen carefully by teachers.  They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress.  Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove these conjectures.  Students are flexible and resourceful problem solvers.  Alone or perhaps in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers.  Orally, and in writing, students communicate their ideas and results effectively.  They value mathematics and engage in learning it."

National Council of Teachers of Mathematics
Principles and Standards of School Mathematics, 2002

The SAU 35 Mathematics Action team views this vision statement as the foundation of a quality mathematics curriculum.  Our curriculum must be coherent, conceptually sound, and build on prior skills, concepts, and knowledge.  Our team used the New Hampshire State Frameworks for mathematics as a guide in developing this curriculum, and found the Frameworks to be closely aligned with NCTM standards.  We believe all students should have equal access to an appropriate, meaningful, and challenging mathematics education in grades K-12.  Teachers need to have high expectations for all students and believe that all students can learn significant mathematics. Students should develop a positive attitude to value mathematics.

SAU #35 Mathematics Action Team
March, 2002