ONTARIO — Scott Kreger has taught high school math for more than 20 years, mostly geometry and lower-level algebra.
But in Kreger’s newest course at Ontario High School, students focus more on applying math to real-world scenarios.
Mathematical Modeling and Reasoning (MMR) was developed by educators across the state. Schools began piloting a modified version as an alternative to Algebra II during the 2022-2023 school year.
“In the state of Ohio, you have to have four math credits to graduate high school, up to and including Algebra II or the equivalent,” said Ontario High School principal Chris Smith.
“A lot of kids were getting caught in that trap of having to take Algebra II, a higher-level math course, and maybe not needing that type of rigor in order to move on to what they wanted to do.”
MMR is one of three courses being promoted through the Math Pathways Initiative, a joint effort of the Ohio Department of Education, the Ohio Department of Higher Education and the Ohio Math Initiative that focuses on equivalent courses that will satisfy the credit requirement for Algebra II.
Ontario Local Schools and Shelby City Schools both introduced the course this school year.
“There is a big push in education to make subjects and lessons more relevant to students and to have more real-life experiences. The MMR class does just that,” said Shelby High School Principal John Gies.
“It takes the concepts of Algebra 2 and provides activities that engage students more. Many schools who have taught this course in the past say that students tell them this class is the first time they really understood the math concepts.”
Gies said the project-heavy class teaches other concepts as well.
“There are other skills that students have to learn to be successful in the course — teamwork, persistence, the ability to think creatively,” he said.
Course focuses on project-based learning
Much of the MMR course involves project-based learning. Students calculate angles and equations, then build a marshmallow catapult out of Popsicle sticks, plastic spoons and rubber bands and attempt to hit a target.
They deploy concepts like volume and circumference to determine whether Double Stuf Oreos really have twice the cream filling.
They plot out distance, velocity and then grab a handful of rubber bands, crafting bungee cords for Barbie dolls.
“My daughter let us use her Barbies,” said Sarah Krichbaum, an intervention specialist who teaches the Ontario course with Kreger.
“Begrudgingly, I believe,” Kreger added.
While the course does involve some algebraic equations and modeling, teachers say it differs from a traditional math class. Rather than getting a problem to solve, students get an end result. It’s up to them to figure out how to get there.
One group project required students to pretend they were remodeling the classroom. Ontario students priced out costs for carpet, paint and even running a gas line to add a fireplace.
“You know the outcome, we’ve got to figure out the problem,” Kreger said.
Students learn about interest rates, credit card debt
Students also have to grapple with financial math. There are units on the consumer price index, home and car loans, credit card interest and inflation. The curriculum even includes information about hidden fees.
Shelby High School math teacher Adam Schroeder said the class has his pupils thinking about their future.
“Students have been blown away by interest rates and how they can affect the total cost of items,” he said. “When students compare buying a house now compared to 2020 and the 1970’s, they see how vital it is to build credit and get a lower interest rate.”
For another unit, small groups of students planned a road trip, complete with a budget for food, lodging, transportation and entertainment costs.
Kreger said crafting the itinerary was a favorite for many students, but it was also eye-opening.
“You realize a lot of these kids have no grasp of reality with how much things cost,” he said.
Kreger said the class is a good fit for students who aren’t college-bound or whose field of study won’t involve advanced math.
“If you’re going into a field where you’re going to take calculus at some point, and obviously you should be in Algebra II,” he said.
“If you’re going to college, I think you probably should take Algebra II, but that’s just my personal opinion.”
Gies said the class is open to all students, but most who take it aren’t taking Calculus or AP Calculus.
All of the teachers said their students appreciate the practicality of the course.
“I do not get asked ‘When am I going to use this?’ anymore,” Schroeder said.
The class may even be changing the way students look at math.
“A lot of the projects are real-life, real-world situations that the students will eventually have to do when they graduate,” Krichbaum said. “It shows them how much math really is involved in your daily life, how important math can really be.”
