Welcome to 6th grade math!

Our mission at Shapleigh Middle School is to help students grow in mind, body and spirit in a caring and safe environment.  This is accomplished through dedication and hard work in a positive, fun atmosphere.  My philosophy of teaching is that every student can learn through multimodal instruction and hand on exercises.  This philosophy lends itself well to Connected Mathematics and Glencoe Math.

The concept of a "spiraling" curriculum is philosophically appealing; but, too often, not enough time is spent initially with a new concept to build on it at the next stage of the spiral. This leads to teachers spending a great deal of time re-teaching the same ideas over and over again. Without a deeper understanding of concepts and how they are connected, students come to view mathematics as a collection of different techniques and algorithms to be memorized.

Connected Math:

The authors were guided by the following principles in the development of the Connected Mathematics materials. These statements reflect both research and policy stances in mathematics education about what works to support students' learning of important mathematics.

  • The "big" or key mathematical ideas around which the curriculum is built are identified.

  • The underlying concepts, skills, or procedures supporting the development of a key idea are identified and included in an appropriate development sequence.

  • An effective curriculum has coherence-it builds and connects from investigation to investigation, unit-to-unit, and grade-to-grade.

  • Classroom instruction focuses on inquiry and investigation of mathematical ideas embedded in rich problem situations.

  • Mathematical tasks for students in class and in homework are the primary vehicle for student engagement with the mathematical concepts to be learned. The key mathematical goals are elaborated, exemplified, and connected through the problems in an investigation.

  • Ideas are explored through these tasks in the depth necessary to allow students to make sense of them. Superficial treatment of an idea produces shallow and short-lived understanding and does not support making connections among ideas.

  • The curriculum helps students grow in their ability to reason effectively with information represented in graphic, numeric, symbolic, and verbal forms and to move flexibly among these representations.

  • The curriculum reflects the information- processing capabilities of calculators and computers and the fundamental changes such tools are making in the way people learn mathematics and apply their knowledge of problem-solving tasks.

Brief Biography:

I attended the University of Southern Maine where I received a B.S. in Economics.  I then moved to Florida where I taught at Monroe Middle School in Tampa.  While in Florida, I attended Saint Leo University to obtain my Masters of Arts in Teaching.  I finished my internship in Maine at Falmouth Middle School.  I am excited to be in the Kittery school system and I am amazed with the great attitudes and abilities of all the students. 
Douglas Bertrand,
Oct 13, 2015, 10:55 AM