Mathematics

The math program at Ideal Schools is undertaken with three broad goals in mind.  First, to provide a solid basis in the fundamental principles of math in order to engage the students on a progressive track so that more advanced ideas and concepts follow naturally from those already learned.  Secondly, the students will learn the historical development of mathematical thought.  Finally, the students will learn math as a practical endeavor with applications to their everyday life as well as their future employment. 

The math program is not rigidly divided into the traditional categories of Geometry, Algebra 1, Algebra 2, etc. as typically encountered in a standard public school curriculum.  Rather, the ideas are presented in the context of a particular type of problem to be solved or as part of a project in which the students are engaged.  For example, if the students were learning of the early exploration of North America and were challenged to discover how locations and distances were surveyed, a combined history and math lesson could involve the students doing basic surveying.  Students could do this at any time after they have a command of basic algebra; there is no need to arbitrarily wait until their junior or senior year of high school and the formal study of a course labeled "trigonometry."

The math program is integrated as much as possible with other subjects being taught at the school.  The small staff size and lack of bureaucratic barriers at Ideal Schools make an interdisciplinary approach to math studies possible.  For example, in a politics class where the topic of elections and polling were being discussed, it would be useful for the students to learn some of the principles of statistical analysis.  History is traditionally taught as a story of political and social development but it could also include the history of mathematics as well.  Science is more traditionally involved with math education but here again the order of studies could be made complementary.  For example, if the students are learning about nuclear power in Science class, the mathematical principles of exponential radioactive decay could at the same time be studied in Math class.

Finally, it is considered important for students to be familiar with practical mathematical tools and techniques.  Students should be comfortable with the use of spreadsheets, compound interest calculations, economic ideas such as depreciation and amortization, large and small number concepts, percentages, ratios, proportions, probabilities, and other such principles and applications that they are likely to need and be able to use effectively in a future world of information and technology.