Presentation on theme: "“Learning is finding out what we already know. Doing is demonstrating that we know it. Teaching is reminding others that they have the answers to their."— Presentation transcript:
“Learning is finding out what we already know. Doing is demonstrating that we know it. Teaching is reminding others that they have the answers to their own questions. We are all learners, doers and teachers. We teach best that which we most need to learn” - Adventures of the Reluctant Messiah
Curriculum Renewal Mathematics Grades
Impetus and Context for Renewal Western and Northern Canadian Protocol (WNCP) Common Curriculum Frameworks for Mathematics (CCF): K-9 and Saskatchewan Learning Program Renewal
WNCP Stakeholder feedback Too much content for allotted instructional time Significant research has been done regarding the teaching and learning of mathematics since 1996 Transitions between grades Post-secondary acceptance of secondary courses Individual jurisdictions considering curriculum revisions
SK Learning Program Renewal Time to renew (every 10 – 12 years) New focii: outcomes that emphasize deep understanding indicators to define breadth and depth of outcomes rather than examples synthesizing of Goals of Education and CELs goals of subject areas K-12
WNCP Renewal Initiated Indepth research project completed by April Survey of post-secondary institutions, business, and industry, Fall Numerous face-to-face and online consultations, 2004 – K-9 CCF May CCF January WNCP link:
What the research tells us… 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 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 Address learning styles and needs at the time
Results of the Survey Three distinct groups emerged: Areas related to trades, apprenticeship, and the workplace. Workplace and Apprenticeship Mathematics Areas requiring calculus. Pre-Calculus Areas related to the humanities, fine arts, and social sciences. Foundations of Mathematics
About the Pathways Not based on perceived ability, but on destination. Cover different content for different reasons – just like Biology, Chemistry, and physics. Students to construct understanding with the same level of rigour. SK students can take more than one pathway for credit. There is no hierarchy between the pathways. Changing pathways requires having the necessary pre-requisite courses.
Workplace and Apprenticeship Mathematics NOT “math for those who can’t do math”. Mathematical understandings appropriate for apprenticeship and trades. Meets needs of 30% - 40% of students.
Pre-Calculus NOT “math for the mathematically gifted”. Mathematics for science-related areas. Meets needs of 10% - 20% of students. (currently 7% in SK!)
Foundations of Mathematics NOT “math for those who can do math but would rather not”. Mathematics for non-mathematics and non-science based university programs. Meets needs of 40% - 60% of students.
Models for Implementing… Alternating years for two of the pathways. All, or mostly all, students take both grade 10 courses. Distance learning options Entire courses Team teaching at a distance Campus “Your Area”
Implementation Timelines Grade 10 Mathematics courses Fall 2010 Grade 11 Mathematics courses Fall 2011 Grade 12 Mathematics courses Fall 2012
Resources Curricula Grade 10: June 2010 Grade 11: June 2011 Grade 12: June 2012 Texts and teacher references under development through a WNCP Call for Proposals. Grade 10: June 2010 Grade 11: June 2011 Grade 12: June 2012
What Will the Curricula Look Like? Check out the new grade 8 curriculum at: Differences between WNCP and SK Outcomes rewritten to group like outcomes Indicators to show greater depth of understanding Same content
What about Modified Math? Where are those students going? What math do they need? How can we plan for it so that individual students needs are met?
Accreditation Those teachers already accredited for Mathematics, will continue to be accredited. Process of becoming accredited remains the same. Departmental examinations will be offered for all three pathways.
A Look at the Goals of Mathematics Logical Thinking Number Sense Spatial Sense Mathematics as a Human Endeavour