Overview of Curriculum
The AMP21 curriculum supports both team based learning and project based learning that enables even students with modest mathematical skills to find success in addressing real-world decisions. All of examples are realistic scenarios that take more than a few minutes to solve and therefore can build skills of perseverance that is lacking in most American math curriculum. Diverse problem scenarios show students how math is relevant to a broad range of career paths and not just STEM careers, providing motivation and skills necessary for the future.
AMP21 helps middle school students develop conceptual understanding of ratios and proportions while also developing fluency in carrying out procedures to solve problems involving proportional relationships. Our program challenges students to apply proportional reasoning to make real decisions such as “which is the best sale price on candy bars based on their size” or “which is the better data plan based on their usage.” The real world scenarios of AMP21 problems help students learn math in a way that makes sense to their actual experiences.
The AMP21 high school math program includes two different textbooks. Every chapter is designed around three or more relevant decision contexts that can be used to develop student team projects. The algebraic modeling curriculum prepares students for college courses and future jobs. Utilizing Excel enables students to focus on modeling and interpretation of results without needing to crunch through calculations. The probabilistic decision modeling curriculum uses both graphing calculators and Excel to explore randomness and calculate probability distributions.
What Our Teachers Have to Say
Marianne S. – Macomb County, MI
AMP 21, at the middle school level, doesn’t require the students to know algebra to partake in the problems. Miraculously, the students learn the language of algebra, and why it is necessary, as they walk through the different scenarios and determine methods of solving. They learn to interpret graphs, collect data, analyze data, and use it in a decision making model that may involve business, sports, technology, or many other real-world scenarios.
D.N. – Macomb County, MI
I enjoyed understanding the importance of real world problems. The students connect to realistic problems and actually want to search out the answer. This helps engage them in math. It has really made me rethink and rewrite many of my test and homework questions.
Amy Springstead – San Dieguito, CA
It is less about the specifics of algebra and more about the problem solving and algebraic thinking that students need. I had students of all mathematical backgrounds, from currently taking Algebra 2 to a student who had already taken AP Calculus AB. I appreciated that the students balanced each other and provided different perspectives and learning style - from more artistic students to those who are mathematically minded.
Thad Wilhelm – Birmingham, MI
I have been teaching traditional high school classes for two decades. I enjoy teaching about algebra and geometry, but no classes are more fun to teach than the O.R. modeling courses. Students all have experiences to draw on as we develop mathematical models for the real-world decisions we make. There are great discussions about assumptions we make while modeling, how decisions would be implemented in the real world, and how our decisions would change if some aspect of the problem changed.