N.H. Admin. Code § Ed 306.43 - Mathematics Program
(a) Pursuant to
Ed
306.26, the local school board shall require that a
mathematics program in each elementary grade, excluding kindergarten, provides:
(1) Opportunities for all students to solve
problems by:
a. Using multiple
strategies;
b. Communicating
mathematical ideas through speaking and writing; and
c. Making logical connections between
different mathematical concepts;
(2) Opportunities for all students to build
and construct knowledge and understanding of mathematical concepts through
developmentally appropriate activities that include concrete experiences and
interactions with manipulatives, technology, and their environment;
(3) Opportunities for authentic tasks that:
a. Promote student decision making and
questioning;
b. Encourage students
to develop unique problem solving strategies while allowing students to defend
their strategies and results;
(4) Planned activities that promote
developing mathematical concepts from the concrete to the representational and
finally to the abstract level;
(5)
Opportunities for all students to develop positive attitudes such as
inquisitiveness and appreciation of the multiple ways to approach and solve
mathematical situations;
(6)
Interactive instruction and sustained activities designed to enable all
students to demonstrate proficiency using the concepts and skills articulated
in any grade level expectations that are adopted at the state level;
and
(7) A developed curriculum
incorporating number and operations, geometry and measurement, data, statistic
and probability, and functions and algebra consistent with
RSA 193-C:3,
III.
(b) Pursuant to
Ed
306.26, the local school board shall require that a
mathematics program in each middle school grade provides:
(1) Opportunities for all students to solve
problems by:
a. Using multiple
strategies;
b. Reading and
interpreting mathematics;
c.
Communicating mathematical ideas through speaking and writing; and
d. Making connections within and among
mathematical ideas and across disciplines;
(2) Opportunities for all students to build
and construct knowledge and understanding of mathematical concepts through
developmentally appropriate activities that include concrete experiences and
interactions with manipulative, technology, and their environment;
(3) Opportunities for authentic tasks that:
a. Promote student decision making and
questioning; and
b. Encourage
students to develop unique problem solving strategies while allowing students
to defend their strategies and results through inductive and deductive
reasoning;
(4)
Opportunities for all students to explore the historical and cultural
development of mathematics;
(5)
Opportunities for all students to:
a. Explore
mathematically-related careers; and
b. Have direct interaction with the
mathematics involved in various careers;
(6) Planned activities that promote
developing mathematical concepts from the concrete to the representational and
finally to the abstract level;
(7)
Opportunities for all students to develop positive attitudes such as
inquisitiveness, appreciation of the multiple ways to approach and solve
mathematical situations, and an appreciation of mathematical
patterns;
(8) Sustained projects
and labs that are designed to:
a. Incorporate
multiple mathematical ideas, research, technology, mathematical communication,
and interdisciplinary interaction; and
b. Encourage students to solve problems that
are meaningful and unique to their lives;
(9) Interactive instruction and sustained
activities designed to enable all students to demonstrate proficiency using the
concepts and skills articulated in any grade level expectations that are
adopted at the state level; and
(10) A developed curriculum incorporating
number and operations, geometry and measurement, data, statistics and
probability, and functions and algebra consistent with
RSA 193-C:3,
III.
(c) Pursuant to
Ed
306.27, the local school board shall require that a
mathematics program in each high school provides:
(1) Opportunities for all students to solve
problems by:
a. Using multiple
strategies;
b. Reading and
interpreting mathematics;
c.
Communicating mathematical ideas through speaking and writing; and
d. Making connections within and among
mathematical ideas and across disciplines;
(2) Opportunities for all students to build
and construct knowledge and understanding of mathematical concepts through
developmentally appropriate activities that include concrete experiences and
interactions with manipulatives, technology, and their environment;
(3) Opportunities for authentic tasks that:
a. Promote student decision making and
questioning; and
b. Encourage
students to develop unique problem-solving strategies while allowing students
to defend their strategies and results through inductive and deductive
reasoning and proof;
(4)
Opportunities for all students to explore the historical and cultural
development of mathematics;
(5)
Opportunities for all students to:
a. Research
mathematically-related careers;
b.
Have direct interaction with the mathematics involved in various careers;
and
c. Research the mathematical
requirements of various college majors;
(6) Planned activities that promote
developing mathematical concepts from the concrete to the representational and
finally to the abstract level;
(7)
Opportunities for all students to develop positive attitudes such as
inquisitiveness, appreciation of the multiple ways to approach and solve
mathematical situations, appreciation of mathematical patterns, and the ability
to make predictions from patterns;
(8) Sustained projects and labs designed to
incorporate multiple mathematical ideas, research, technology, mathematical
communication, and interdisciplinary interaction, and to encourage students to
solve problems that are meaningful and unique to their lives;
(9) Interactive instruction and sustained
activities developed to increase mathematical maturity and allow students to be
successful in solving problems outside of the classroom;
(10) Opportunities for all students to attain
competency in mathematics for each year in which he or she is in high school,
through graduation, to ensure career and college readiness.
(11) Such competency may be met by
satisfactorily completing:
a. A minimum of 4
courses in mathematics; or
b. A
minimum of 3 mathematics courses and one non-mathematics content area course in
which mathematics knowledge and skills are embedded and applied, as may be
approved by the school board.
(12) Interactive instruction and sustained
activities designed to enable all students to demonstrate proficiency on the
state assessment; and
(13) A
developed curriculum incorporating number and operations, geometry and
measurement, data, statistics and probability, and functions and algebra
consistent with
RSA 193-C:3,
III.
Notes
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