Current through Register No. 12, March 21, 2024
(a) Pursuant to
Ed.306.26 and Ed. 306.27, the local school board shall require no later than
July 1, 2015, conditioned on legislative approval, that a mathematics program
be provided for each K-12 student, and that each school provides planned
learning strategies and opportunities to:
(1)
Solve problems by:
a. Using multiple
strategies;
b. Communicating
mathematical ideas through speaking and writing;
c. Reading and interpreting
mathematics;
d. Making logical
connections between different mathematical concepts and representations;
and
e. Applying good reasoning in
developing solutions and to affirm or disprove statements;
(2) Build and construct knowledge and
understanding of mathematical concepts through:
a. Developmentally appropriate activities
that progress from the concrete to representational to the abstract
level;
b. Experiences with
manipulatives and technology;
c.
Interactions with other students and their environment; and
d. Sustained projects and labs incorporating
multiple mathematical ideas, research, technology, mathematical communication,
and interdisciplinary interactions which encourage students to solve problems
that are meaningful and unique to their lives at middle and high school
levels;
(3) Use
authentic tasks that:
a. Promote student
decision making and questioning;
b.
Encourage students to develop and defend unique problem-solving strategies and
conjectures made and analyzed from patterns and data collected; and
c. Encourage the use of inductive reasoning,
deductive reasoning at middle and high school levels, and proof at high school
level;
(4) Develop
positive attitudes and habits of the mind such as curiosity, perseverance and
multiple ways to approach and solve mathematical situations;
(5) Explore the historical and cultural
development of mathematics at middle and high school level;
(6) Access a coherent curriculum focused on
demonstration of basic mathematics operations, algebra, mathematical modeling,
statistics and probability, complex applications of measurement, applied
geometry, graphical presentation and interpretation, statistics and data
analysis;
(7) Enable students to
assess advanced concepts of algebra, trigonometry, and calculus that will
support students to successfully engage in STEM related learning and
careers;
(8) Access quality
interactive instruction through the use of sustained activities designed to
enable all students to demonstrate mathematical competencies using concepts and
skills articulated; and
(9) Access
flexible courses that are sequential, integrated, or applied, or a combination
of the 3 that provide students with the opportunity to participate in a
mathematics course or mathematics related course in each of the years they
attend high school. Such engagement may occur through integration of
mathematical graduation competencies in courses focused on content areas other
than mathematics as long as mathematics competencies are clear expectations of
the course.
(b) Each
district shall establish and provide a comprehensive, sequentially designed,
k-12 mathematics curriculum designed to meet the minimum standards for college
and career readiness and that provides for continued growth in all content
areas consistent with
RSA
193-C:3,III.
(c) For mathematics programs in grades k-12,
schools shall provide for the ongoing, authentic assessment of student learning
outcomes through multiple formative and summative assessment instruments that
are aligned with the state and district content and performance
standards.
(d) Examples of such
assessment shall include, but not be limited to:
(1) Teacher observations of student
performance;
(2) Competency-based
or performance based assessments;
(3) Common assessments developed locally;
and
(4) Project evaluation rubrics
used to evaluate mathematics proficiencies applied to integrated curriculum
assignments, extended learning opportunities, and out of school learning
environments.
(e) For
all mathematics programs, schools shall report the academic performance of all
students on a regular basis by providing the following:
(1) A summary of individual student
performance to parents at least 3 times each year; and
(2) The opportunity for parents to meet
individually with their students' teachers about their student's performance at
least once during each school year.
(f) For all mathematics programs, schools
shall demonstrate how school and student assessment data are used to evaluate,
develop, and improve curriculum, instruction, and assessment.
The amended
version of this section by
New
Hampshire Register Volume 35, Number 27, eff.6/29/2015 is not yet available.
The amended
version of this section by
New
Hampshire Register Volume 36, Number 06, eff.1/8/2016 is not yet
available.
