MATHEMATICS KLA Years 1 to 10 Understanding the syllabus MATHEMATICS.
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Transcript of MATHEMATICS KLA Years 1 to 10 Understanding the syllabus MATHEMATICS.
MATHEMATICSKLA Years 1 to 10
Understanding the syllabus
MATHEMATICS
The Years 1 to 10 Mathematics Syllabus
is based on current research into mathematics education
reflects current national and international best practice
replaces and builds on the 1987 Years 1 to 10 Mathematics syllabus.
The syllabus has links to
Early Years Curriculum Guidelines
Year 2 Diagnostic Net Queensland Years 3, 5 and 7
testing programs national numeracy benchmarks
Years 3, 5 and 7 senior secondary syllabuses.
Structure
The syllabus is organised into sections:
rationale outcomes assessment reporting.
Rationale
emphasises the importance of providing opportunities for students to think, reason and work mathematically
highlights how mathematics helps individuals make meaning of their world
describes how the language of mathematics enables communication.
Thinking, reasoning and working mathematically
is the underlying premise on which the Years 1 to 10 Mathematics Syllabus has been developed
is promoted through engagement in mathematical investigations.
Positive dispositions towards mathematics learning are integral to thinking, reasoning and working
mathematically.
Students think, reason and work mathematically when they
see the mathematics in situations encountered.
Students think, reason and work mathematically when they
plan, investigate, conjecture, justify, think critically, generalise, communicate and reflect on mathematical understandings and procedures.
Students think, reason and work mathematically when they
select and use relevant mathematical knowledge, procedures, strategies and technologies to analyse and interpret information.
Mathematical knowledge includes
knowing about mathematics knowing how to do
mathematics and knowing when and where
to use mathematics.
An outcomes approach
The Years 1 to 10 Mathematics Syllabus is based on an outcomes approach.
Principles underpinning an outcomes approach
a clear focus on learning outcomes
high expectations for all students a focus on development planning curriculum with learners
and outcomes in mind expanded opportunities to learn.
Outcomes
There is a hierarchy of outcomes in the syllabus: overall learning outcomes key learning area outcomes core, discretionary and Foundation Level learning outcomes.
Overall learning outcomes
are common to all key learning areas assist students to become lifelong
learners, achieve their potential and play active roles in their family and work lives
are the outcomes expected both during, and as a result of, learning experiences throughout the 10 years of the common curriculum.
A lifelong learner is a knowledgeable person with deep
understanding a complex thinker a responsive creator an active investigator an effective communicator a participant in an interdependent world a reflective and self-directed learner.
Key learning area outcomes
are the intended results of extended engagement with the Years 1 to 10 Mathematics key learning area
are the ‘big picture’ outcomes for Mathematics across Years 1 to 10.
Level statements
are included for each level of each strand of the syllabus
summarise learning outcomes at each level and provide the conceptual framework for developing the learning outcomes.
Core learning outcomes
describe learnings considered essential for all students
describe what students should know and be able to do with what they know
are sequenced across Levels 1 to 6 are presented in levels of increasing
complexity and sophistication provide the focus for planning for
learning and teaching.
The sequencing of the learning outcomes based on each topic is such that each level is ‘nested’ within the following level.
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Foundation Level learning outcomes
are examples of outcomes for students with disabilities.
Foundation Level outcomes could also
be developed by teachers to meet the needs and interests of individual students or groups of students.
Discretionary learning outcomes
describe learnings beyond what are considered essential
are included in the Years 1 to 10 Mathematics Syllabus at Beyond Level 6
are linked with learnings identified in senior syllabus documents.
Mathematics key learning area
Five strands are used to organise the Mathematics key learning area: Number (N) Patterns and Algebra (PA) Measurement (M) Chance and Data (CD) Space (S)
Topics
identify the key aspects of mathematics within each strand
are interconnected within the strands
are coded to aid identification. For example, CD 3.2 identifies
Chance and Data strand, core learning outcome Level 3, topic 2 — Data.
Number strand
Topics:
Number concepts N_.1
Addition and subtraction N_.2
Multiplication and division N_.3
Key emphases of Number strand are
the language and conventions associated with number
different representations of numbers links between the four operations
based on the knowledge of each operation
mental strategies for calculations of exact and approximate answers
money conventions, financial literacy and factors influencing decisions.
Patterns and Algebra strand
Topics:
Patterns and functions PA_.1
Equivalence and equations PA_.2
Key emphases of Patterns and Algebra strand are
the language and conventions associated with patterns and algebra
backtracking, equivalence and balance interpretation of relationships through
different representations of functions strategies and methods for solving equations links between, and use of, the four operations
when solving equations.
Measurement strand
Topics:
Length, mass, area and volume M_.1
Time M_.2
Key emphases of Measurement strand are
the language and conventions of measurement strategies for comparing different measurements skills for measuring relationships between units of measure and
between the dimensions for formulae conversion of measurements into manageable
forms when calculating time-management skills.
Chance and Data strand
Topics:
Chance CD_.1
Data CD_.2
Key emphases of Chance and Data strand are
the language and conventions of chance and data
data collection methods and displays appropriate for a range of purposes
selection of strategies for situations involving probability and statistics
application of strategies to calculate probability and analyse data
interpretations of probabilities and statistics to inform judgments and decisions.
Space strand
Topics:
Shape and line S_.1
Location, direction and movement S_.2
Key emphases of Space strand are
the language of, and conventions associated with, space
geometric properties connections within and between
families of shapes methods to represent orientation and
movement, and to construct shapes visualisation strategies for dynamic
spatial reasoning.
Core content
is strand and level specific is organised using subsets of the
topics is used with the core learning
outcomes to plan for learning and teaching
should be in a range of contexts.
Assessment
Use assessment information to: provide ongoing feedback about learning to students inform decision making related
to student learning.
focus on students’ demonstration of learning be comprehensive be valid and reliable take account of individual learners provide opportunities for students to take
responsibility for their own learning and for monitoring their own progress
reflect equity principles.
For assessment to be effective it should
Assessment involves providing students with opportunities
to demonstrate what they know and can do with what they know
gathering and recording evidence of students’ learning
using evidence to make overall judgments about students’ learning.
Reporting
is the process of communicating information and judgments about students’ learning
should provide students and parents/carers with timely and accurate information that they can understand, interpret and use to support student learning.
Information and judgments about student learning are communicated to
students parents/carers other professionals.
Support materials
are intended to help teachers develop understandings about the Mathematics key learning area and the syllabus.
Materials to support the syllabus
Understanding the syllabus core learning outcomes table elaborationsPlanning sample investigations ideas for investigations planning adviceP–12 links connections with
- senior syllabus documents - Early Years Curriculum - Years 3, 5 and 7 testing program
Additional information annotated bibliography
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Visit the QSA website at www.qsa.qld.edu.au