The 7-12 Mathematics Program in the Saint Paul Public Schools consists of courses that allow students to meet or exceed Minnesota Academic Standards in Mathematics, prepares them for the Minnesota Comprehensive Assessments (MCA II), and gives them the tools to be successful in any post secondary studies they choose.

During the 2006-2007 school year a committee of mathematics teachers from junior high schools and highs was formed to choose a new curriculum. Members of this committee dedicated more than 60 hours of their time during and outside of school to complete a mathematics adoption for grades 7-11.  The adoption of the Holt Mathematics series created consistency among all schools for mathematics courses through grade 11.  The department also created pathways for students to complete standards by grade 11 and the curriculum has been aligned to the new Minnesota Academic Standards for Mathematics.  Common syllabi are required for all courses.  Anchor Lessons have been created for each course and will be added as they are developed.  Model lessons are possibilities for classrooms.  The anchor lessons are required and model lessons are possibilities.

The mathematics department philosophy is based on the fact that all students can learn mathematics at a high level.  The pathways allow students to complete the same standards at an accelerated rate or at a rate that will allow them to complete the necessary coursework by grade 11.

Beginning 2009, the MCA II will be a requirement for graduation.  Students must demonstrate proficiency on the GRAD portion of the test in order to graduate.  The math department is committed to ensuring that all students have access to the necessary standards to be successful.

The typical mathematics classroom in the Saint Paul Public Schools is one that is inclusive of regular education students, special education students, English Language learners, and gifted and talented.  Teachers are aware of the multiple learning styles in their classroom and the instructional practices include group processes as well as direct instruction.  Teachers have the flexibility to use the methods that they feel will best serve their students.

Disciplinary Literacy is an initiative that has been used in the Junior Highs Since 2004.  This initiative trains teachers to facilitate problem solving in their classrooms.  The activities are based on the University of Pittsburgh’s Principals of Learning.  These nine principles focus on student learning and making all of us accountable for helping them be successful.  Virtually all junior high teachers have been trained in Disciplinary Literacy and High School teachers are in the process.

The goal of the mathematics department is to have all students be successful in mathematics and prepare them for mathematics and life beyond high school.