Transcript SecondaryMathPathways

Renewal of Secondary Mathematics
Context and Information
Related to the
Secondary Pathways
Issues Influencing WNCP K-12 Mathematics Renewal
•
•
•
•
Current framework has been in effect for approximately 10
years and stakeholder feedback indicated a need to address
issues as a WNCP collective
Too much content for allotted instructional time
Significant research has been done regarding the teaching and
learning of mathematics since 1996
The challenge of transitions between some grade levels
Focus of WNCP K-12 Mathematics Renewal
Research completed in April 2004 indicated the following:
•
•
•
•
•
•
•
Teach fewer topics in more depth
Group outcomes that address similar concepts
Allow for better interpretation and understanding of outcomes
Increase focus on early numeracy
Introduce pre-algebra earlier
Ensure the smooth flow of concept development
Use terminology consistently
Renewal of K to 9 Mathematics

K, 1, 4, 7 implemented in 2007 – 2008

2, 5, 8 implemented in 2008 – 2009

3, 6, 9 implementation planned for 2009 – 2010
Renewal of Secondary Mathematics
Anticipated timeline for secondary mathematics:

10 level courses introduced in 2010 – 2011

20 level courses introduced in 2011 – 2012

30 level courses introduced in 2012 – 2013
The Three Secondary Mathematics Pathways
Kindergarten to Grade 9
Workplace and
Apprenticeship 10
Common Course for
Pre-Calculus 10 and Foundations 10
Workplace and
Apprenticeship 20
PreCalculus 20
Foundations
of Math 20
Workplace and
Apprenticeship 30
PreCalculus 30
Foundations
of Math 30
The Three Secondary Options

All three options are designed to provide students with
appropriate mathematical understandings and critical
thinking skills.

It is the choice of mathematical topics through which those
skills are developed that varies between pathways.
Workplace and Apprenticeship Pathway

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 number sense, measurement, algebra,
geometry, 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.

Students who enjoy project work and applied mathematic would be
well-suited to this pathway.
Foundations of Mathematics Pathway

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, functions, geometry, measurement,
probability, logic, 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.

Students interested in pursuing careers related to social sciences,
nursing and humanities would be well-suited to this pathway.
Pre-Calculus Pathway

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
20 percent of the student population.

Students interested in pursuing mathematics, science and
engineering related careers would be well-suited to this pathway.
Consultation Process

2004 and 2005:
Consultation and discussion with
post-secondary, business, and industry

Spring 2006:
Working draft developed in order to
facilitate further consultation

Fall 2006:
Consultations with teachers, central
office administrators, and post-secondary

Spring 2007:
Final consultation and feedback on
revised draft

Spring 2008:
Framework finalized on posted on WNCP
website
Overview of Changes

The philosophical base places an emphasis on conceptual, in-depth
understanding which requires the use of activities and different
approaches to the teaching of mathematics.

Seven mathematical processes were established: Communication,
Connections, Mental Mathematics and Estimation, Problem Solving,
Reasoning, Technology, Visualization.

Achievement indicators are provided for each outcome. The
indicators are a representative list of the depth, breadth and
expectations for the outcome.

Course configurations reflect different types of mathematics, rather
than different levels of difficulty, and are based on the needs of
students going into different sectors of employment.
Other Considerations

Pre-Requisites: Each course in a pathway is a pre-requisite to the
subsequent course in that pathway. Students may take courses in
another pathway but must have the pre-requisite course.

Graduation Requirement: As is currently the case, the graduation
requirement will be a level 20 course. Therefore, one of three
possibilities will exist.

Provincial Exams: Departmental exams will be established for all
three of the level 30 courses.

Calculus 30: This course is not part of the WNCP framework, but it
will continued to be offered as a course option following PreCalculus 30.
Further Information about the WNCP Framework

Information about the secondary mathematics pathways and
a description of the outcomes in each course may be found at
www.wncp.ca
Reflections, Questions, Discussion