Transcript Review of Mathematics Curriculum

Review of
Mathematics Curriculum
Ministry of Education
Recent History
Curriculum Stocktake Report (2001-2002)
 Suggested a reduction in the number of
Achievement Objectives
 Little change otherwise
Since then
 Feedback from Numeracy Project and NCEA has
indicated some change is needed
 Current MiNZC reflects 1980’s thinking
 Overseas research indicates this has changed
Essential skills and attitudes
 Creative and innovative thinking
 Participation and contribution in
communities
 Relating to other people
 Reflecting on learning and devloping selfknowledge
 Making meaning
From essential skills to key
competencies
 The DeSeCo project in the OECD set
out to identify the key competencies
needed by everyone across a range of
life contexts
 This work was based on multidisciplinary research and international
debate
What competencies?
 What competencies do we need for a
successful life and a well-functioning
society?
Key Competencies for a Successful
Life/Society
 Acting autonomously
 Using tools interactively
 Functioning in socially heterogeneous
groups
Key Competencies
 thinking (creatively, critically, logically,
reflectively)
 relating to others
 belonging, participating and contributing
 self managing (planning, persevering, being
resourceful...)
 making meaning (getting below the surface,
seeking coherence and relevance)
Key Considerations
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Is Statistics part of Mathematics?
What is in a name? Mathematics and Statistics?
Are Number and Algebra really separate strands?
Does Algebra really extend down into CL 1-3, or is
this pre-Algebra?
 Is Measurement a strand in its own right?
 If measurement is not a separate strand, what is
the place of calculus?
Essence Statement

What is mathematics and
statistics?

Why is it an essential learning
area?
Mathematics is…
…the exploration and use of patterns and
relationships in quantities, space, and time.
Mathematics has its own way of classifying
and describing these patterns and
relationships using related ideas like number,
shape, and measurement.
Statistics is…
…the exploration and use of patterns and
relationships in data.
It is primarily about looking for and
explaining similarities and differences in data,
variability within the data, and how much
confidence can be attached to any
conclusions drawn from it.
Why teach Mathematics and
Statistics?
 Practical application in everyday life.
 A way of thinking that serves other essential
learning areas.
 Requirement of many vocations.
 Develops students’ ability to think creatively,
critically and logically.
 Develops students’ ability to organise and
process information.
 Provides enjoyable intellectual challenge.
Integrating the Current Strands
Measurement
Number
Mathematical
Geometry
Algebra
Processes
Statistics
Linking Strands
Number
Algebra
Statistics
Geometry
Measurement
Strand Structure
.
Number
and
Algebra
Probability
Measurement
Data Graphics
Statistics
Shape and
Space
Years 1 – 4
Number
and Algebra
Measurement
Shape
and
Space
Data Graphics
Statistics
Years 5 – 8
Number
and
Algebra
Measurement
Probability
Shape and
Space
Data Graphics
Statistics
Years 9-11
Number and
Algebra
Measurement
Data Graphics
Probability
Statistics
Shape and
Space
Year 12 – 13
Calculus
Statistics
Where to Now?
 The place of the Process Strand?
 How will the Key Competencies influence
the curriculum?
 Direction of Statistics Strand?
 How will Statistics contribute to the other
Essential Learning Areas?
How do I get involved?
 Curriculum Project Online
- opportunity to engage in discussion and
debate in ideas and issues
 Register online at:
www.tki.org.nz/r/nzcurriculum/cp_online_e.php