Common Principles for Uncommon Schools

Horace Volume 20 | 2004 | Issue 2

Making Math Personal: Focuses on math in Essential schools, featuring an interview with civil rights leader Dr. Robert Moses, founder of the Algebra Project, highlighting the math curriculum development process at New Mission High School, and exploring ways in which CES teachers create personalized math curriculum. Download PDF

City Schools and the American Dream: Reclaiming the Promise of Public Education

By Pedro Noguera (Teachers College Press, 224 pages, $19.95) BUY NOW! Educators who seek to make a difference in the lives of students face tremendous challenges working in urban public schools that are under-resourced and over-burdened. In response, Pedro Noguera maps out his vision of hope and pragmatism in City Schools and the American Dream. Building on his experience as

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Lisette López Topics: Cooperative Learning, Instruction

Go To The Source: More About the Schools Featured in this Issue

Schools Eastlake High School Public school serving grades 10-12 400 228th Ave. N.E. Sammamish, Washington 98074 425/836-6600 Lakeside Middle School Public school serving grades 7-8 2 North Sharp Street Millville, New Jersey 08332 856/293-7600 Lanier High School Public school serving grades 9-12 833 Maple St. Jackson, MS 39203 601/960-5369 New Mission High School Public school serving grades

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Topics:

Letters to the Next President: What We Can Do About the Real Crisis in Public Education

Edited by Carl Glickman, foreword by Bill Cosby (Teachers College Press, 288 pages $14.95) BUY NOW! Letters to the Next President gathers fifty voices – parents, a superintendent, eighth grade Native American students, a first-grade teacher, a senior-class president, nationally known education reform leaders, a middle school assistant principal, university professors, United States senators and representatives, a prison inmate –

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Jill Davidson Topics:

Making Math Personal: Meaning in Mathematics for Teachers and Students

When mathematics students and teachers are able to deepen their relationships with the curriculum and with each other, they are more likely to teach and learn in ways that promote sustained, connected, meaningful understanding. Stories of teachers’ engagement with their own curriculum through mathematics discourse, students’ connection with teachers through personalized pedagogy, and students’ commitment to the curriculum through personally

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: Volume 20 | 2004 | Issue 2 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: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Roser Gine Topics: Curriculum, Subject Integration

Resources: Making Math Personal

The Math Forum Drexel University’s Math Forum is the best place to go for a deep, multi-perspective immersion in issues connected to mathematics teaching and learning. In addition to an astoundingly large sweep of interactive opportunities for teachers, researchers, parents, and students, the Math Forum features Problems of the Week (math challenges available to all, some with online mentoring assistance,

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Topics: Curriculum

Samples of the Three Mathematical Elements at New Mission High School: Mathematical Modeling, Mathematical Proof, and Problem-Solving

Mathematical Modeling 1. In Roser Gin?©’s Midlevel and Graduate classes this year, students have used math models and mathematical reasoning to explain the impact of epidemics on the world’s population (vehicle: “Investigating Epidemics Through Mathematics”). The goal of this project was to examine how different epidemics have spread in order to make predictions using identified patterns. Students applied their knowledge

Teaching the Restless: One School’s Remarkable No-Ritalin Approach to Helping Children Learn and Succeed

By Chris Mercogliano (Beacon Press, 256 pages, $25.00) BUY NOW! Chris Mercogliano has taught at the urban, independently funded Albany Free School for thirty years. The Free School, with fifty or so students ranging in age from two to fourteen, provides a physical and social environment that allows students, in close contact with teachers and other caring adults, to create

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Jill Davidson Topics:

Working the Demand Side: An Interview with the Algebra Project’s Robert Moses

In January 2004, Victor Cary, Program Director at the Bay Area Coalition of Equitable Schools, talked with Robert P. Moses, longtime civil rights activist. Known for his voter registration work in the Mississippi Delta in the 1960s and his subsequent math education efforts, Moses founded the Algebra Project in the 1980s as a grassroots efforts to improve math literacy among

Horace: Volume 20 | 2004 | Issue 2 Published: April 10, 2004 By: Victor Cary Topics: Cooperative Learning, Instruction