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Getting started – support for reflection and engagement mathematics. What changes have been made since the publication of the draft mathematics framework? Feedback was informative in supporting change. What was said?. What was done:.
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support for reflection and engagement
What was said?
What was done:
An appropriate outcome on estimating and rounding was added at early level.
Further explanation included in the framework document to clarify expectation.
Further exemplification to be provided through progression pathways for key lines of concept development.
Active and collaborative learning to be exemplified and sharing through Glow to be encouraged.
Why is it important that learning and teaching develops algebraic thinking in all young learners?
What contexts can I use to exemplify the importance of mathematics in everyday life?
How can I embed problem-solving approaches in daily learning and teaching?
How can I integrate mathematical skills and concepts in all other areas of the curriculum?
In what ways can the principles and practice inform my teaching of mathematics to take it forward within Curriculum for Excellence?
Mathematics is structured within three main organisers:
Number, money and measure
This includes estimation and rounding; number and number processes; multiples, factors and primes; powers and roots; fractions, decimal fractions and percentages; money; time; measurement; the impact of mathematics on the world; patterns and relationships; expressions and equations.
Shape, position and movement
This includes properties of 2D shapes and 3D objects; angle, symmetry and transformation.
This includes data and analysis; ideas of chance and uncertainty.
These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period.
This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.
The statements in italics highlight the numeracy experiences and outcomes which are the responsibility of all practitioners. This means that non-maths specialists in the secondary sector should consider how they can contribute to these experiences and outcomes.
The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: