There is no doubt in my mind that math is relevant and useful. The term Integrated Math refers to its attempt to integrate three topics of Math - Statistics, Algebra and Geometry into one year. This year's design of Integrated Math 1 aims to integrate math with the project.

I've never taught like this before, full integration of math into a class.

Last year, I taught the same course of Integrated Math 1, but had to teach three different teams. Managing three different integrations of curriculum based on the team project was nearly impossible last year, so I didn't. I chose to teach a little bit of Statistics, Algebra and Geometry.

Going into this year I knew I was going to learn a lot. Working under this banner of making mistakes, learning from them and growing as a result of this allows me to speak freely and without condemnation. I'm a learner just like everyone, and I should be the hungriest learner in the room as the teacher. Therefore, I make mistakes like everyone. It just so happens that my mistake involves my 106 students.

My mistake that I made was thinking that every single math problem had to be directly related to and be in service of the team project. If a problem didn't directly relate to the project, I didn't give it. As a result, we didn't give out many problems. Some of the problems I gave out weren't exactly related 100%, but more along the blue colored area like in the Venn diagram below. I believed that almost all the math had to directly relate to the project. So the overlap, the dark purple, would be the math we would learn.

I've never taught like this before, full integration of math into a class.

Last year, I taught the same course of Integrated Math 1, but had to teach three different teams. Managing three different integrations of curriculum based on the team project was nearly impossible last year, so I didn't. I chose to teach a little bit of Statistics, Algebra and Geometry.

Going into this year I knew I was going to learn a lot. Working under this banner of making mistakes, learning from them and growing as a result of this allows me to speak freely and without condemnation. I'm a learner just like everyone, and I should be the hungriest learner in the room as the teacher. Therefore, I make mistakes like everyone. It just so happens that my mistake involves my 106 students.

My mistake that I made was thinking that every single math problem had to be directly related to and be in service of the team project. If a problem didn't directly relate to the project, I didn't give it. As a result, we didn't give out many problems. Some of the problems I gave out weren't exactly related 100%, but more along the blue colored area like in the Venn diagram below. I believed that almost all the math had to directly relate to the project. So the overlap, the dark purple, would be the math we would learn.

After receiving some feedback and suggestions from parents, staff and students, there seems to be a sense that students are looking for more math.

Therefore, I have learned that just because a problem doesn't relate to the project directly, it doesn't mean that I shouldn't use it. If there is a purpose to the problem, whether to introduce students to modeling with variables or exploring inequalities, I should give it. Integrating math is not only doing math that relates to the project, but also building up math skills that can be applied to any project in the present and future.

It hurts to make mistakes because it forces you to look at yourself through a critical lense. Mistakes force you to reflect and learn what hasn't gone right and prompt change and growth in order to avoid the same mistake. I truly am living out the mistake.learn.grow process in front of my students' eyes.

Therefore, I have learned that just because a problem doesn't relate to the project directly, it doesn't mean that I shouldn't use it. If there is a purpose to the problem, whether to introduce students to modeling with variables or exploring inequalities, I should give it. Integrating math is not only doing math that relates to the project, but also building up math skills that can be applied to any project in the present and future.

It hurts to make mistakes because it forces you to look at yourself through a critical lense. Mistakes force you to reflect and learn what hasn't gone right and prompt change and growth in order to avoid the same mistake. I truly am living out the mistake.learn.grow process in front of my students' eyes.