Common Principles for Uncommon Schools

Horace Roser Gine

New Mission High School’s Response to the Challenge of Designing and Supporting a Meaningful Mathematics Curriculum

Roser Gine and her New Mission High School colleagues have experienced the challenges and rewards of designing the mathematics curriculum for their recently founded, small, student-centered school. Based on a 2003 Fall Forum workshop led by Gine and New Mission teacher Stephen Cirasuolo, this article documents New Mission’s process of creating a challenging, meaningful, standards-based mathematics curriculum, offering compelling advice,

Horace: Roser Gine Published: April 10, 2004 By: Roser Gine Topics: Curriculum, Essential Questions, Projects & Units

Resources for Conceptualizing the Curriculum and Teaching Particular Math Units

The Core-Plus Mathematics Project (CPMP), published by Everyday Learning in Chicago, Illinois. This is a National Science Foundation (NSF) funded integrated mathematics curriculum project that provides lots of ideas for student investigation. It has provided me with interesting class activities that complement the portfolio strands. Functions Modeling Change, a book by Connelly, Hughes-Hallett, Gleason et al; published by John Wiley

Horace: Roser Gine Published: April 10, 2004 By: Roser Gine Topics: Curriculum, Subject Integration

What if Less Is Just Less? The Role of Depth over Breadth in the Secondary Mathematics Curriculum

One of the most challenging Common Principles for mathematics educators in Essential schools to implement is “less is more.” We are acutely aware of the role of mathematics performance as a gatekeeper; college entrance and placement exams rely heavily on math scores, and the current emphasis on high-stakes testing makes passing math exams a high school graduation requirement in many

Horace: Roser Gine Published: February 29, 2008 By: Diane Kruse, Roser Gine Topics: Curriculum, Essential Questions