Curriculum Connections for Mathematics
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The connections listed in the table below are Mathematics student expectations
that directly mention the use of technology (or related terminology). Independent Study In
Mathematics, Advanced Placement Statistics, Advanced Placement (AP) Calculus AB, Advanced
Placement (AP) Calculus BC, IB Mathematical Studies Subsidiary Level, IB Mathematical
Methods Subsidiary Level, IB Mathematics Higher Level, IB Advanced Mathematics Subsidiary
Level, and Concurrent Enrollment In College Courses do not have any direct connections.
Other resources for teaching Mathematics can be found at the Mathematics Center for Educator Development.
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Algebra I
| Direct TEKS Connections |
| Student Expectations |
| a(5) |
Tools for algebraic thinking. Techniques for working with functions and
equations are essential in understanding underlying relationships. Students use a variety
of representations (concrete, numerical, algorithmic, graphical), tools, and technology,
including, but not limited to, powerful and accessible hand-held calculators and computers
with graphing capabilities and model mathematical situations to solve meaningful problems |
Algebra II
| Direct TEKS Connections |
| Student Expectations |
| a(5) |
Tools for algebraic thinking. Techniques for working with functions and
equations are essential in understanding underlying relationships. Students use a variety
of representations (concrete, numerical, algorithmic, graphical), tools, and technology,
including, but not limited to, powerful and accessible hand-held calculators and computers
with graphing capabilities and model mathematical situations to solve meaningful problems |
Geometry
| Direct TEKS Connections |
| Student Expectations |
| a(5) |
Tools for geometric thinking. Techniques for working with spatial figures
and their properties are essential in understanding underlying relationships. Students use
a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and
technology, including, but not limited to, powerful and accessible hand-held calculators
and computers with graphing capabilities to solve meaningful problems by representing
figures, transforming figures, analyzing relationships, and proving things about them |
Pre-calculus
| Direct TEKS Connections |
| Student Expectations |
| b(1) |
Students use a variety of representations (concrete, numerical,
algorithmic, graphical), tools, and technology to model functions and equations and solve
real-life problems |
Mathematical Models with Applications
| Direct TEKS Connections |
| Student Expectations |
| b(1) |
Students use a variety of representations (concrete, numerical,
algorithmic, graphical), tools, and technology to link modeling techniques and purely
mathematical concepts and to solve applied problems |
| c(8)(A) |
use geometric models available through technology to model growth and
decay in areas such as population, biology, and ecology |
| c(8)(B) |
use trigonometric ratios and functions available through technology to
calculate distances and model periodic motion |
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