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Over all the experience was bitter sweet. Half of the time the kids were nice and asking questions, the other half of the time the kids a bit mean, and on there phones. But as a whole the class showed a lot (for the most part) of effort, curiosity, and hard working skills.

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A controvesial topic that has parents, students, and teachers talking about for the past two years revolve around the replacement of classes such as geometry, algebra 2 and other math classes. Now all are combined into one class thus creates... integrated math/ common core. Is it easier, and more efficient? What is the purpose of this sudden change in the system?

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[worms eye shot]
In conclusion, I think that the switch to Integrated might work out just fine. With a few more years for trial and error to process through I think the people in charge will meet the student and teacher's need (more perfected curriculum, and more time to be perfect) So overall I believe it's just going to take some time. "Once it all works out it'll be good" -Mr.McEwen

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I asked Mr.McEwen "Well what about the kids who can't tackle and figure out these problems?",  and he brought up a good point: "The students that have a hard time now are still the same that had a hard time in the same previous course of math." Which makes complete sense. But that still leaves us with a small issue. That would be that we need a lower level class that applies to those students and their understanding. [emotional shot

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Though the students get less information on how to solve the problem, many come prepared and ready to work together and to find a solution to the problems. The main purpose in this change I think is to get the students to practice team work and working together to problem solving. [clincher shot]

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Common core / integrated math now combines multiple math courses all in one, this starts from kindergarten now. A student told me that she didn't mind the new change but was concerned that it wouldn't allow her time to take a higher math course in the next few years. [close up shot]

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Majority of the students, don't mind the new take on math. They think it's "alright." but add that "The curriculum should be worked on" Many of there daily tasks revolve around getting a problem and on first hand figuring out a way (with their peers) to solve the problem minus getting a quick lesson on how to from the teacher. [establishing shot]

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From textbook to teacher, teacher to student, student to their future

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From textbook to teacher, teacher to student, student to their future

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This is the signature photo, it shows that both the student and teacher are fully engaged in their conversation. Here the students were conversing about loans, interest rates, and credit scores. The students asked question to what they didn't understand, which really shows that they want to learn and are curious.

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Here two students in the classroom, one looks concentrated in what the teacher is talking about while the other one is looking away not really interested. [worms eye view]

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Another student doing his work in class doing his warm up to start of class. [clincher]

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Here is a classroom taking a test the students all look very focused but somewhat confused in their faces and a bit stressed. [emotional photo]

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Here a girl looks very concentrated in her class work. [close up]

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Here in a integrated class where things take place of the new common core class [establishing shot]

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I used this as the signature photo because in one of the classes theirs a sign "NO WHINING" showing how you can't whine about this since its common core class now its mandatory now [signature photo]

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http://www.sandiegouniontribune.com/news/2014/sep/28/math-common-core-schools-confusion/

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http://www.edweek.org/ew/articles/2014/11/12/12cc-integratedmath.h34.html

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A simple suggestion to fix the problem with how integrated math is set up is to alter the curriculum to fit both the students and teachers understanding.

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Daniel and I went to two integrated math classes (Mr.McEwen & Mr.Emaus 3rd period) We mostly took pictures of the class as a whole and select moments of the students and staff. For the most part we took pictures of what caught our attention. Relating to our subject and how the staff and students truly feel.

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Both teachers and students have a number of fair arguments as to not believing this new system will work. For example some believe that it doesn't make sense to teach the subject in silos, since in real-world applications, math topics are not neatly segmented as they made them in integrated (algebra, geometry, and statistics each year).

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http://cliweb.org/traditional-math-courses-vs-integrated-math-courses-how-to-decide/