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Foothills is committed to provide a learning environment where all students have the equal opportunity to excel in math computation and problem solving which emphasizes reasoning, communication, and making connections to the real world. All students will have the opportunity to work toward the goal of mastery of the "Essential Academic Learning Requirements" as mandated by the state legislature of Washington (HB 1209. 1993).

1. How will my student be challenged in math?
The state of Washington has raised math standards and students will need to show mastery of the "Essential Academic Learning Requirements" to receive a certificate of mastery in high school. Students will be taught basic computation skills and higher level problem solving strategies in order to solve real world problems. These "real world" problems will be designed to challenge a wide range of math abilities within one classroom and will foster the development of higher order thinking skills.

2. Will there be any math enrichment programs offered at Foothills?

The math department at Foothills will extend the MathCounts Club to include sixth graders after the MathCounts regional competition. Students attending the club will be taught problem solving strategies at a higher level and will be learn computation skills and problem solving strategies in algebra, geometry, and trigonometry.

3. What if my student does not attain mastery of the math skills targeted for mastery at his/her grade level?

If, after class instruction and remedial intervention by the teacher, the student has still not mastered skills targeted for that grade level, the parent will be contacted and a parent/teacher conference may be held to determine a remedial strategy. Remedial materials will be available for the student to work on at home .

4. What role will the use of calculators play in the classroom?

In the classroom, the use of calculators is not viewed as a substitute for basic computation skills but rather as an enhancement for solving multiple step math problems. Although not in use all the time, calculators will be used and students will be taught higher level use of the calculator. The state math tests (at grades 4, 7, and 10) contain sections in which students are required to use calculators. Teaching students calculator skills will be essential.

5. How will the "Essential Academic Learning Requirements" help students in the future?

The purpose of the new standards is to foster development of computation and reasoning skills that will help students in the real world. Obtaining the certificate of mastery will be the validation of those skills.

6. What changes have been made in the math curriculum at Foothills Middle School?

The math program has been revamped to reflect the higher standards in the state of Washington. The curriculum as been aligned to match the "Essential Academic Learning Requirements" and an instructional strategy has been implemented to allow students to receive direct instruction in basic skills and problem solving strategies. After direct instruction from the teacher and practice of skills by the students, students will participate in groups to solve problems. These teams will be given problems to solve. The teams will then give oral presentations (using visuals) showing how they solved their problesm. Tests (which will be modeled after the state tests) will then be given to individual students. Each test will require computation and problem solving skills (using pictures and words).

The raising of the standards by the state (about two years) elimates the need for ability grouping. Students of all ability levels will be challenged in every classroom. Teachers, at Foothills, will accomadate all students' academic needs within the classroom setting.

Students of exceptional ability will have the opportunity to receive high school instruction in Pre-Algebra (at the seventh grade level) and Algebra (at the eighth grade level). These classes are aligned to the state "Essential Academic Learning Requirements" and will be a tough challenge even for the gifted student.

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Foothills Middle School's math teachers are working to align daily classroom instruction with the following statements presented in the NCTM standards.

• Student Roles

"Learning should engage students both intellectually and physically. They must become active learners, challenged to apply their prior knowledge and to experience new and increasingly more difficult situations. Instructional approaches should engage students in the process of learning rather than transmit information for them to receive." NCTM Standards, page 87

• Teacher Roles

"A variety of instructional methods should be used in classrooms in order to cultivate students' abilities to investigate, to make sense of, and to construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small group work, individual explorations, peer instructions, and whole class discussions in which the teacher serves as a moderator. These alternative methods of instruction will require the teacher's role to shift from dispensing information to facilitating learning, from that of director to that of catalyst and coach."

NCTM Standards, pages 125 and 128

• Developing Attitudes

" Students will perform better and learn more in a caring environment in which they feel free to explore mathematical ideas, ask questions, discuss their ideas and make mistakes. By listening to students' ideas and encouraging them to listen to one another, one can establish an atmosphere of mutual respect. Teachers can foster this willingness to share by helping students explore a variety of ideas in reaching solutions and verifying their own thinking. This approach instills in students an understanding of the value of independent learning and judgment and discourages them from relying on an outside authority to tell them whether they are right or wrong."

• Grouping For Instruction

" Classroom activities should provide students the opportunity to work both individually and in small and large group arrangements. The arrangements should be determined by the instructional goals as well as the nature of the activity. Individual work can help students develop confidence in their own ability to solve problems ... Working in small groups provides students with the opportunities to talk about ideas and listen to their peers, enables teachers to interact more closely with students, ... and provides opportunities for students to exchange ideas and hence develops their ability to communicate and reason. Small group work can involve collaborative or cooperative as well as independent work. Projects and small group work can empower students to become more independent in their own learning. Whole class discussions require students to synthesize, critique, and summarize strategies, ideas or conjectures that are the products of individual and group work."

• Journals

"Students could be encouraged to keep journals describing their mathematical experiences, including reflections on their problem-solving thought processes. Journal writing also can help students clarify feelings about mathematics or about a particular experience or activity in a mathematics classroom. These activities can foster students' positive attitudes about mathematics, particularly if the journal entries are accompanied by discussions about any negative feelings and ways to deal with unpleasant experiences."

• Other Writing Activities

•Techniques used to teach writing can be useful in teaching mathematical communication. The view of writing as a process emphasizes brainstorming, clarifying, and revising; this view can readily be applied to solving a mathematical problem. The simple exercise of writing an explanation of how a problem was solved not only helps clarify a student's thinking but also may provide other students fresh insights gained from viewing the problem from a new perspective."

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