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Over the past thirty years, Holt High School in central Michigan
has engaged in a quiet revolution that has transformed mathematics
teaching and learning in the district. From its roots as a rural
high school housed in a single building in the 1980s, the high
school mathematics staff has grown an innovative, meaningful high
school mathematics curriculum that sees nearly every student in the
district completing the equivalent of Precalculus. Tracking was
dropped in favor of an evolving suite of supports designed to
promote student success in unifying, rather than segregating, ways.
Mathematics classrooms in Holt are discourse-rich environments
where teachers and students explore meaningful uses for mathematics
as they reason and problem solve together. This transformation took
place and persists amidst changing professional partnerships,
shifting district demographics, increasing accountability measures
at the state and national level, and turnover in teaching staff and
district leadership. In this book, we explore the case of Holt High
School though an exploration of how the mathematics curriculum has
shifted over the past thirty years, and the conditions and supports
that have been put in place in the district to make this work
fruitful and sustainable. The story includes successes, failures,
celebrations and challenges as we chronicle Holt's high school
mathematics evolution. Guiding questions, protocols, and reflective
activities are provided for teachers and district leaders to begin
the challenging conversations in their own district that lead to
meaningful change.
Over the past thirty years, Holt High School in central Michigan
has engaged in a quiet revolution that has transformed mathematics
teaching and learning in the district. From its roots as a rural
high school housed in a single building in the 1980s, the high
school mathematics staff has grown an innovative, meaningful high
school mathematics curriculum that sees nearly every student in the
district completing the equivalent of Precalculus. Tracking was
dropped in favor of an evolving suite of supports designed to
promote student success in unifying, rather than segregating, ways.
Mathematics classrooms in Holt are discourse-rich environments
where teachers and students explore meaningful uses for mathematics
as they reason and problem solve together. This transformation took
place and persists amidst changing professional partnerships,
shifting district demographics, increasing accountability measures
at the state and national level, and turnover in teaching staff and
district leadership. In this book, we explore the case of Holt High
School though an exploration of how the mathematics curriculum has
shifted over the past thirty years, and the conditions and supports
that have been put in place in the district to make this work
fruitful and sustainable. The story includes successes, failures,
celebrations and challenges as we chronicle Holt's high school
mathematics evolution. Guiding questions, protocols, and reflective
activities are provided for teachers and district leaders to begin
the challenging conversations in their own district that lead to
meaningful change.
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