Transcript BCAMT Fall Conference 2002 North Surrey Secondary

Renewal of Secondary Mathematics
A Presentation and Discussion with
High School Administrators
Common Issues Driving K-12 Mathematics CCF Revision
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Current CCF had been in effect for approximately
10 years and stakeholder feedback indicated a need to
address issues as a collective
Too much content for allotted instructional time
Significant research has been done regarding the
teaching and learning of mathematics since 1996
Transitions between grades
K-12 Mathematics CCF Revision
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WNCP partners initiated review of the Mathematics CCF in 2003
Research phase for revision was completed in April 2004 indicating:
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Teach fewer topics in more depth
Group outcomes that address similar concepts
Avoid outcomes that are not mathematical or addressed in other subjects
Clarify outcome wording and provide a means of allowing for better
interpretation of the outcomes
Increase focus on early numeracy
Introduce pre-algebra earlier
Introduce some topics later
Ensure the flow of concept development
Use terminology consistently
Renewal of K to 9 Mathematics
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K, 1, 4, 7 introduced for 2007-08
2, 5, 8 introduced in 2008-09
3, 6, 9 introduced in 2009-10
Renewal of Secondary Mathematics
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Proposed timeline:
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10 level courses introduced in 2010-11
20 level courses introduced in 2011-12
30 level courses introduced in 2012-13
The Three Secondary Options
K to 9
GRADE 10
Math for Trades
and Technologies
GRADE 11
GRADE 12
* Names are from WNCP
Math for Trades
and
Technologies
Math for Trades
and
Technologies
Common Grade 10 course
leading to Non-Calculus
and Calculus Based
Options in Grade 11
Foundations of
Math
Pre-Calculus
Foundations of
Math
Pre-Calculus
The Three Secondary Options
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All three options are designed to provide students
with mathematical understandings and critical
thinking skills. It is the choice of topic through which
those skills are developed that varies between
options.
Is a “B” student in any option better suited for the end
target than a “A” student in another option? This
addresses the need for a ‘type of student’ expressed
by stakeholders who work with students after they
leave basic education.
Option A
(Foundations of Mathematics)
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Designed to provide students with the mathematical
understandings and critical thinking skills necessary for
post secondary studies, in programs that do not require
calculus.
This course includes algebra, conditional statements,
functions, geometry, measurement, probability, proofs,
inductive and deductive reasoning, set theory and
statistics.
Based upon the type of post-secondary program and
career choices made by students, this option is
intended to meet the needs of 40 to 60 percent of the
student population.
Option B
(Math for Trades and Technologies)
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Designed to provide students with the mathematical
understandings and critical thinking skills necessary for
entry into the majority of trades and direct entry into the
workforce.
This course includes algebra , geometry, measurement,
number sense, probability, and statistics.
Based upon the type of post-secondary program and
career choices made by students, this option is
intended to meet the needs of 30 to 40 percent of the
student population.
Option C
(Pre-Calculus)
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Designed to provide students with the mathematical
understandings and critical thinking skills necessary for
entry into post-secondary programs which require
calculus.
This course includes algebra, equations, functions
(linear, quadratic, polynomial, exponential, logarithmic,
trigonometric, absolute value, reciprocal, radical),
geometry, graphing and transformations.
Based upon the type of post-secondary program and
career choices made by students, this option is
intended to meet the needs of 10 to 30 percent of the
student population.
Secondary Consultation Process
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Post-secondary institutions, business, and industry –
Fall 2004
Working Draft developed – Spring 2006
Face to face consultations with teachers, central office
administrators, and post-secondary faculty on Working
Draft – September/October 2006
Face to face consultations and online feedback on
Consultation Draft – February/March 2007
Overview of Changes
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The philosophical base of the CCF places an emphasis on
conceptual, in-depth understanding. In-depth understanding
requires the use of activities and different approaches to the
teaching of mathematics.
Seven mathematical processes: Communication, Connections,
Mental Mathematics and Estimation, Problem Solving, Reasoning,
Technology, Visualization
Achievement indicators are provided for each outcome. Each
group of achievement indicators is one example of a
representative list of the depth, breadth and expectations for the
outcome.
Course configurations reflect different types of math, rather than
different levels of difficulty, and are based on the needs of
students going into different sectors of employment.
Issues to be Addressed
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Graduation requirements (currently Math 20)
Pre-requisites
Pace of implementation
Departmental exams
Names of courses
Others?
Reflections, Questions, Discussion