NEW videos for ELL and SpEd Student Support
New Visions Math Curriculum
Do you find your high school math students are able to solve problems but often can’t explain their reasoning? Are you spending too much of your planning time focusing on what to teach as opposed to how to teach? Do you struggle with how to support students learning English as a new language and students with disabilities? Are you looking for resources to help you provide focus, rigor, and coherence for your students?
New Visions for Public Schools has the resources to help. We’ve developed free curricular materials that are aligned to the New York State Common Core Learning Standards for Mathematics in Algebra I, Geometry, and Algebra II that focus on these specific issues that math teachers and students often encounter.
We understand that teachers may use resources differently, so we have created and curated high-quality Open Educational Resource (OER) materials available in Google Docs; we encourage teachers to make their own copies of resources and thoughtfully modify to make them useful for their individual needs.
Not sure how to start using the curriculum? Check out our getting started section.
Can’t find what you’re looking for? Use the resource search to sort materials by standards, type, keywords, and more!
"I've seen the greatest impact in my self-contained class. I used one of the routines we learned, “Contemplate then Calculate” and I could see lightbulbs going off. In this routine, I briefly introduce a math problem and students try to figure out methods for solving the problem without using a pen and paper. Instead, they share their thoughts with one another on how to solve the problem and then reflect in writing on what they learned. They were actually having meaningful conversations about math and working together to talk through solutions to the problem!”
"The biggest change the New Visions Math Curriculum has for my students is the large incorporation of activities and visuals for my students to interact with and use. It gives my students a strong entry point into the problem and activates their prior knowledge of concepts. This allows them to focus on the mathematics needed to solve the problem.”