• “Mathematics is an excellent vehicle for the development and improvement of a person’s intellectual competence” and “also a subject of enjoyment and excitement.”
     – Singapore Ministry of Education 2006

    The School District of Clayton’s mathematics program challenges students to think deeply, construct arguments and work together to solve problems and generalize results. From kindergarten through eighth grade, students develop an extensive understanding of concepts by moving from the use of concrete representations to pictorial and finally, abstract representations of grade level mathematics concepts. In grades 9-12, students build upon this foundation with an increased focus on algebraic thinking in preparation for college and career readiness. Central to all mathematics learning, all Clayton K-12 students participate in multi-step and non-routine problem solving. The K-12 mathematics curriculum prepares students of all ages and abilities with the skills necessary to think critically, communicate effectively and accomplish real-world tasks.

    Listed below are the Enduring Understandings of the Mathematics curriculum. These are statements that summarize important ideas and core processes that are central to a discipline and have lasting value beyond the classroom.

    Everyone is a mathematician.

    • All students can and should develop a belief that mathematics is sensible, worthwhile, approachable and attainable. Mathematical ideas and truths can be represented concretely, pictorially, graphically, numerically and algebraically to tell a story. 

    Mathematicians are sense makers.

    • Mathematics is a language built on patterns and relationships. Mathematicians seek to find the meaning of a problem, look for entry points to its solution, and check for reasonableness along the way.

    Mathematicians are problem posers and problem solvers. 

    • Mathematicians are curious about their world, ask questions, collect information, and pose data-driven solutions.

    Mathematicians are strategic thinkers. 

    • Mathematicians seek to be efficient in their work by devising a plan, making decisions about the tools available to them, and offering varied strategies for potential solutions.

    Mathematicians are collaborators. 

    • Mathematicians benefit from collaborating around multiple approaches to the same problem while comparing and building upon each other’s strategies. In discussion with one another, mathematicians use clear language to explain their reasoning. When listening to or reading the perspectives of others, mathematicians ask purposeful questions to clarify or improve upon each other's thinking and determine the reasonableness of the work.

    Mathematicians are creative.

    • Mathematicians embrace the creative process as much as the solution.  Not all mathematicians approach a problem in the same way, and not all mathematicians arrive at a solution in the same manner.  Mathematics requires one to persevere and maintain a growth mindset as they take risks, ask questions and make discoveries. Mathematicians see the mistakes that are made along the way as a crucial component to the iterative process.