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Key features of the mathematics paper Notes multiple goals for mathematics curriculum Acknowledges substantial commonality in content across existing state and territory curricula Proposes three types of curriculum organiser: domain , strand and topic

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Key features of the mathematics paper l.jpg
Key features of the mathematics paper

  • Notes multiple goals for mathematics curriculum

  • Acknowledges substantial commonality in content across existing state and territory curricula

  • Proposes three types of curriculum organiser: domain, strand and topic

  • Considers numeracy as an integral part of the mathematics curriculum


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Possible content domains

  • Number

  • Measurement

  • Chance and data

  • Space/Geometry

  • Algebra/Structure/Pattern

  • These and/or others could be used separately, or in various

  • combinations, eg Number and Space or Geometry and Measurement,

  • Probability , Algebra and Function


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Possible strands

  • The following are from Kilpatrick et al. (2001) and relate to aspects of

  • what might be encompassed in Working mathematically or similar in

  • exisiting documents:

  • Conceptual understanding

  • Procedural fluency

  • Strategic competence (eg problem-solving)

  • Adaptive reasoning (eg proof)

  • Productive disposition (eg being comfortable with, and inclined to, see the world mathematically and use mathematics)


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Topics

  • Topics make connections by sequence across years, related

  • aspects of mathematics, and types of problems, eg: subtraction:

  • Assuming appropriate background (eg counting, ordering, conservation

  • and subitising) the key phases of learning subtraction could be

  • described as:

  • - counting backwards

  • - one part of the whole is hidden

  • - useful number strategies that help subtraction

  • - solving subtraction word problems

  • - efficient subtraction with larger numbers.


Some issues from the 14 october national mathematics forum l.jpg
Some issues from the 14 October national mathematics forum

  • What should be on offer for all or for some students (when and how)?

  • The different nature, purpose and emphases in primary, early/mid secondary and senior secondary curriculum – what is distinctive or common?

  • Professional learning and resource support

  • Relationship to existing state and territory curriculums


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Some questions

  • Are the proposed curriculum organisers suitable?

  • Do you agree with the paper’s view on numeracy ?

  • What level of specification of knowledge, skills and understanding is appropriate for a national curriculum across the stages of schooling (early years, primary, secondary)?

  • Are the proposed levels and emphases for the senior secondary years appropriate?