Welcome to the 6-12 Mathematics Department Homepage!

Our Vision

The  mathematics department at Duxbury Middle and High School provides the highest quality mathematics education for every student by inspiring students to pursue mathematics with enthusiasm and confidence in their abilities. We continuously encourage problem-solving and creative thinking in a challenging, safe, caring, and respectful learning environment preparing students to take on the ever-changing technological world.  We develop students as mathematical thinkers and problem solvers, inspiring them to become lifelong learners, to follow their passions, and to become positive, productive citizens.

Our Staff

Middle School Staff 

• Marcus Thevenin (long-term substitute)

• Melanie Kennedy 

• Elaine Postler 

• Marylynn Sciretta

• Kayla Shannon 

• Jessica Sullivan

• Dan Whelan

High School Staff

• Christopher Carey

• Jared Chivers

• Devin DeBruyn

• Kate Donovan 

• Tony Fisher

• Ryan Hall

• Brandon Josselyn

• Kathleen Mastrogiacomo

• Meg Radzik

• Anna Xu 

Please use the side tabs to access important information about the sequence of courses and department policies. With any questions, please Email the Math Curriculum Supervisor, David Passeggio

The Duxbury Secondary Mathematics Program follows the Standard Pathway recommended by the Massachusetts Curriculum Frameworks, in which each grade level focuses on a specific domain of mathematics and includes conceptual understandings from previous years to ensure continuity between years and retention of concepts and skills.  The Massachusetts Curriculum Frameworks contain three distinct components that guide the mission and vision of Mathematics program in Massachusetts, define the instructional practices of Massachusetts teachers, and outline the concepts addressed in each course. These components include:

• The Guiding Principles for Massachusetts Mathematics Programs

• The Standards for Mathematical Practice

• The Standards for Mathematical Content

The Guiding Principles for Massachusetts Mathematics Programs serve as an overall guide for how teaching and learning should be happening in mathematics class. These principles are outlined below:

Guiding Principle 1: Learning

Mathematical ideas should be explored in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding. 

 

Guiding Principle 2: Teaching

An effective mathematics program is based on carefully designed content standards that are clear and specific, focused, and articulated over time as a coherent sequence. 

 

Guiding Principle 3: Technology

Technology is an essential tool that should be used strategically in mathematics education. 

 

Guiding Principle 4: Equity

All students should have a high quality mathematics program that prepares them for college and a career. 

 

Guiding Principle 5: Literacy Across Content Areas

An effective mathematics program builds upon and develops students' literacy skills and knowledge. 

 

Guiding Principle 6: Assessment 

Assessment of student learning in mathematics should take many forms to inform instruction and learning. 

The Standards for Mathematical Practice describe what students should be doing in mathematics class. These standards were developed form the National Council of Teachers of Mathematics process standards and the National Research Council's report "Adding it Up." The Mathematical Practices guide the discourse that students should be engaging in throughout their experiences in a K-12 mathematics program. These practices are outlined below: 

1. Make sense of problems and presevere in solving them. 

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with Mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

The Standards for Mathematical Content are best represented in our course curriculum mappings. These standards were reformed to include an equal balance between conceptual understanding and procedural fluency and are intended to be addressed through the Guiding Principles for Massachusetts Mathematics Programs and through the Standards for Mathematical Practice. Together, all three components to the Massachusetts Curriculum Frameworks establish a philosophy on not simply what should be taught, but how students should be interacting with mathematical content in order to achieve a deeper understanding of mathematics.  

Thank you for your interest in pursuing an AP Mathematics course at Duxbury High School. We offer all three AP courses offered by the College Board: AP Calculus AB, AP Calculus BC, and AP Statistics. We have minimum grade pre-requisites for qualifying to take the AP courses listed and review all applications with our teachers of juniors and seniors.