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Elizabeth High School teachers describe four-year shift to integrated math; board asks for outcome data
Summary
High school presenters explained the district's shift to an integrated mathematics curriculum, describing teaching approaches, teacher supports and early classroom outcomes; board members asked for measurable results and agreed to request assessment comparisons.
Presenters at the Elizabeth School District's Sept. 23 working session described the high school's move away from the traditional algebra-then-geometry sequence toward an integrated mathematics curriculum that blends algebra, geometry, statistics and other strands across courses.
The board convened the working session and asked Carl Zander and Travis Anton to explain why the district selected an integrated pathway and how instruction is organized. Zander said integrated courses remove rigid separations between algebra and geometry and instead present related concepts together so students see the connections visually and conceptually.
Board members heard classroom examples. Zander described an Integrated 1 lesson that uses geometric…
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