Apprenticeship and Workplace Mathematics. Meeting the Needs of Today’s Students. Our Story. MathWorks 10 is designed to meet the recommendations of the WNCP for a common math curriculum for the Western & Northern provinces.
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Meeting the Needs of Today’s Students
Instead, each topic is introduced by a Math on the Job scenario in which a real person is using math in a real job. This section is designed to be read through with the students to situate them in the mathematics involved in the unit.
Simple questions about the job situation are designed to be discussed in small groups. These questions tend to activate the student’s prior knowledge and set the stage for further discussion in the Explore the Math where the concepts are developed.
In Discuss the Ideas sections, students apply those concepts in a new context. These sections help develop the mathematical concept in a practical situation and, again, are designed to be read through with the class and discussed in small groups.
The Teacher Resource outlines some possible lesson plan situations, but depending on the student’s knowledge about the topic, as with any math class, these can be varied.
Many of the classes will involve whole class situations (eg reading Math on the Job), small group discussion, followed by whole class situations (eg reading and explaining Explore the Math), small group discussion, etc.
The Explore and the Examples given are the “typical” math text sections and teachers may feel most comfortable with these. However, the Explore, and the Discuss sections are more text-based than the presentations of mathematical concepts in typical math books. This is because they are situating the students in a work context. Student will find many of the facts presented in these sections useful and interesting. It will therefore be important that they do read through them for understanding and this will require teacher input.
The other typical teacher strategy in lessons using MathWorks 10 will be circulating during discussion and posing of leading questions if student are having difficulty relating to the math presented in a particular situation.
They will actively explore different mathematical situations in context. Not only will they be required to do some typical calculations, but they will be asked to consider consequences and alternate approaches.
Keeping track of their responses and ideas, and organizing their thinking is a part of the course. The Chapter Project and the Activities give the students an opportunity to apply their understanding and to develop ideas in their own learning pattern or style. It is hoped that students will be able to relate to many of the job scenarios in the course and that they will know people involved and can use these as part of their learning.
Also, a Workbook that supports the content has been developed which provides additional examples and practice. While following the text unit by unit, it briefly presents the material. If a particular topic needs review, this is provided. Completely worked examples are included, and each is followed by similar problems for practice. Worked examples progress from simple to more complex, and the unit ends with a series of related questions.
There is accommodation for different learning styles through the different types of activities provided. Students are encouraged to use the internet, persons on the job and other means of data collection and ways of understanding and developing their thinking. A Puzzle that requires creative thinking is included in every chapter as is a bit of history in The Roots of Math section.
This is typical of most math classes, but possibly made more overt through MathWorks 10 which encourages – requires – discussion. The Activities and the Chapter Project (an alternate one is provided for each chapter in the Teacher’s Resource) provide an opportunity for more formal assessment. A Chapter Test is provided for practice in the Student Workbook, and there is also one included in the Teacher Resource.