MATHEMATICS
Philosophy:
Perhaps nowhere else in the educational landscape do we find an area that more clearly reflects the ultimate truth and order of our Creator than in the area of mathematics. In its patterns of numbers and symmetry, in its expression of God’s laws of nature, in its predictable and immutable theorems and postulates, we see that “God is not a God of disorder, but of peace.” (I Corinthians 14:33)
Incorporated into a Scripture-based philosophy of mathematics are the following points:
- Numerical systems and the ability to use them are a gift and revelation of God.
- We must strive to use these gifts for their ultimate purpose: to glorify God.
- Mathematics is a clear reflection of God’s wisdom and order.
- We as a school community accept and encourage each other as image-bearers of God regardless of our various ability levels.
- As God’s ambassadors, Christians must conduct all mathematical activities with honesty and integrity, both within the school and the community.
School Goals:
- Develop mastery of basic mathematical operations
- Develop effective methods of thinking, analyzing and reasoning
- Apply mathematical skills to everyday problem solving
- Expand the skills to approach problems from a variety of strategies
- Develop work habits of independence, accuracy and neatness
- Promote efficient use of time, both in completing and turning in work
MASTERY OF BASIC FACTS
Mastery of the basic facts of addition, subtraction, multiplication and division is imperative for success in mathematics. All students are expected to master the basic facts appropriate to their grade level. To ensure retention of basic facts, frequent review and reinforcement is required throughout the school year at every level by means of timed fact tests, flash card review and/or other applicable activities. To ensure that a class has reached a level of mastery, the following standards of achievement have been established.
The following chart indicates the minimum basic skills competency of each grade level and gives practical guidelines for implementing timed tests (as a rule, when 90% of a class scores at the 90% level or above, it can be said that mastery has been achieved by that class).
Grade |
Skills to be Mastered |
# Facts in a 3-min. test |
Competency Goal (Class Mastery: 90%/90%) |
1 |
+, - (2 – 12) |
36 |
60 facts in 5 min. (5 sec. ea.) |
2 |
+, - (2 – 18) |
40 |
80 facts in 6 min. (4.5 sec. ea.) |
3 |
+, -, x, ¸ (0 – 9) |
50 |
100 facts in 6 min. (3.6 sec. ea.) |
4 |
+, -, x, ¸ (0 – 10) |
80 |
100 facts in 4 minutes (2.4 sec. ea.) |
5 |
+, -, x, ¸ (0 – 10) |
100 |
100 facts in 3 minutes (1.8 sec. ea.) |
6 |
+, -, x, ¸ (0 – 12) |
100 |
100 facts in 3 minutes |
7 |
+, -, x, ¸ (0 – 12) |
100 |
100 facts in 3 minutes |
8 |
+, -, x, ¸ (0 – 12) |
100 |
100 facts in 3 minutes |
While speed is an important element of the mastery of basic facts, it must be noted that accuracy is even more important, and students who can accurately complete the above-stated facts, but in a slightly longer time frame, can also be said to have mastered them. Timed tests should not be the sole indicator of competency.