1. Revision of the 10-12 Mathematics Curriculum
Curriculum Coordinators Meeting
October, 2007
Alberta Education

2. Western and Northern Canadian Protocol (WNCP)
Partnership among the Education Ministries
includes Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan and Yukon
Cooperate on matters relating to the education of students from K-12 to:
make optimal use of shared knowledge, expertise and experience
facilitate student transfer between jurisdictions
realize savings on learning and teaching resources.
Vivian to speak to slides 5 – 8.

3. WNCP Mathematics Program
Goals
development of a Common Curriculum Framework (CCF) for K-12 mathematics
selection of learning and teaching resources in English and French
Based on a consensus model
Alberta has a leadership role
Each jurisdiction uses the CCF as a foundation to develop its Program of Studies

4. Consultation and Communication with Stakeholders and Partners
Online survey
gathered input from post secondary institutions, business and industry on required student competencies in mathematics in the winter of
Provincial focus group sessions
gathered input from high school teachers on student and teacher needs in the fall of 2005
External Advisory Committee
broad stakeholder representation includes teachers, administrators, post-secondary representatives, parents, employers - ongoing since 2003
Mathematics Roundtable (MRT)
discussions with teachers, post-secondary, business and industry on the structure and content of the high school mathematics program – ongoing since April 2006
The survey of post secondary institutions included face-to face consultation in addition to the online. SIG (System Improvement Group) gathered and analyzed the feedback which was summarized in a report that was shared with WNCP math consultants in April The results of this survey were used as a starting point in developing the first draft of the CCF for Mathematics.
Feedback from the consultations with teachers in the fall of 2005 played an important role in identifying some of the issues that were priorities for teachers and students in the province of Alberta.
The members of the Mathematics Advisory Committee provide feedback and advice on all issues relating to K-12 mathematics education in the province.
The Mathematics Roundtable has met 5 times and has provided a important venue for the discussing and sharing of views between post secondary representatives and high school teachers.

5. Revisions to the Common Curriculum Framework for Grades 10-12 Mathematics
Revisions are based on these guiding principles:
improved transition from grade 9 to grade 10 mathematics
reduced number of topics/outcomes in the grades mathematics program
opportunities for students to transfer between the course sequences
programming to facilitate transition from high school to:
post-secondary programs that may require theoretical calculus
post-secondary programs that will not require theoretical calculus
various college/technical programs
apprenticeship programs
direct entry into the workforce
The guiding principles were adopted as a result of the findings of the Holdfast Research Report and the consultations with teachers in the fall of 2005.

6. WNCP Process and Timelines
Face to face consultations on Working Draft
September/October 2006
Face to face consultations and online feedback on Consultation Draft
February/March 2007
WNCP CCF for Grades completed
January 2008
Alberta Program of Studies completed
June 2008
Officially begin the process of resource development
The Working Draft is in very rough form, that is what is being consulted on today. Significant changes are certainly possible. Because of the rough condition of the draft we chose only to have face to face consultations so that we could explain the process and there would be limited chance for the misconception that ‘this is it’. This is with a smaller group of subject area specialists
Feedback from the Working Draft consultations will be incorporated and a Consultation Draft will be developed.
Include comments on advisory committees as appropriate.
Face to face consultations and an online survey will be conducted in February and March 2007.
Please respond to the online survey and encourage others to respond also.
Feedback will again be incorporated.
If needed additional consultations will be held in summer This will depend on the number and significance of changes that are made after the spring 2006 consultations.
The WNCP CCF will be signed off by ADMs in January 2008.
June 2008 we will officially begin the process of resource development. This could be a call for resources or proposals or a request or any combination.
Later we will take a look at what has been developed at the WNCP table

7. Feedback from Alberta Stakeholders
Students need to be able to transfer between course sequences at the grade 12 level.
Concerns over the amount of content
WNCP Fundamentals of Mathematics was ‘light’ - it needed more algebra
Post-secondary acceptance of WNCP Fundamentals of Mathematics
Some post-secondary institutions are interested in accepting the WNCP Fundamentals of Mathematics for entrance but further revision to the Consultation Draft was needed.
Teachers in Alberta have indicated that the number one priority for the middle course sequence is post secondary acceptance.

8. Response to Feedback
Alberta stakeholders felt that the WNCP Fundamentals of Mathematics course sequence, as written, would not allow for transferability in grade 12 and would not receive post- secondary acceptance.
Alberta decided to draft its own -2 course sequence for grades 11 and 12.
A group of teachers and post-secondary representatives drafted the outcomes for the Math 20-2 and 30-2 courses.
This slide seems to overlap with the content of slide #9. See notes for that slide.

9. Structure for Alberta High School Mathematics
Grade 10
Grade 11
Grade 12
Combined Math 10 course leading to
Math 20-1 and Math 20-2
Math 10-3
Math 20-2 (Alberta)
Math 30-2 (Alberta)
Math 20-1
Math 30-1
Math 20-3
Math 30-3
Each course sequence has been designed for particular “destinations” (different post secondary educational opportunities or direct entry into the workforce) for students to pursue after graduating from high school.
The three course sequences are not to be construed as “those who can do mathematics”, “those who can’t do mathematics”, and “those who won’t do mathematics.” It is hoped that students will make choices based upon areas of interest following graduation.
Advantages of a combined grade 10 course for the -1 and -2 course sequences:
Students will make better choices after a year of high school because:
- they will be a year older - maturity
- they will have a better idea of what they may be interested in pursuing after graduating from high school and the level of mathematics required to accomplish that goal
- they will have access to counseling that will help them make choices about their future educational and vocation opportunities
Transition between the -1 and -2 course sequences will be facilitated because students who pass the combined 10 course will have the necessary pre-requisite for either of the -1 or -1 courses in grade 11

10. Implementation Timelines
Sept. 2010
Sept. 2011
Sept. 2012
Provincial
Implementation
(English & French)
Grade 10
Grade 11
Grade 12
There will be no optional implementation for the Math courses to avoid transition issues between the current program and revised program. For example, students who completed the new Grade 9 Math course in the optional implementation year ( ) would be at a distinct disadvantage if they were to register for the current Pure Math 10 in September 2010.

11. The Three Course Sequences
All three course sequences are designed to provide students with mathematical understandings and critical thinking skills. It is the choice of topics through which those skills are developed that varies among course sequences.
All three course sequences provide mathematical rigour.
The goal of each course sequence is to provide the prerequisite skills, knowledge and attitudes for specific post- secondary choices.

12. Mathematics 10–1, 20–1 and 30–1 (Pre–Calculus Mathematics)
Designed to provide students with the mathematical understandings and critical thinking skills necessary for entry into post-secondary programs that may require theoretical calculus.
Topics include algebra, geometry, equations, study of functions (including polynomial, exponential and logarithmic, trigonometric, reciprocal, radical, and rational functions), transformations, permutations and combinations, and probability.
Speaking notes for Math 10-1, 11-1 and 12-1:
This course sequence is intended to prepare students for post-secondary programs such as Science or Engineering that require students to take calculus.
This course is intended to serve the needs of at most 30% of the students in high school.
The central theme is the development of algebraic techniques in the study of functions and their applications to solve problems.
Students will apply functions to solve problems using numerical, algebraic and geometrical processes.
Technology may be used to support the work done in investigating functions but students will be expected to demonstrate their understanding without relying solely on technology.
Students will be expected to think and reason logically and understand the concept of proof in mathematics.
For information only – not necessarily to be used:
This option is "packed" in terms of content. This is reasonable if we have at most the top 30-35% of high school students taking this course sequence in grades 11 and 12. Keep in mind that only 15-25% of high school graduates go on to university. However, if there is little or no post secondary acceptance of the middle course sequence, we can expect that the current situation will continue; that is, 60-70% of the students will take these courses as they offer the only pathway to university. If that were to happen, we would have to make some revisions to these courses to accommodate this disproportionate number of students taking the -1 course sequence. We cannot justify having a 50% failure rate in our high school math courses.

13. Changes to Math 20-1 and 30-1 Since Spring 2007
Reciprocal trig ratios were added.
Equation of the unit circle was added.
The use of logical reasoning and proof was made more explicit.
Permutations, combinations and the binomial theorem were added.

14. Alberta Mathematics 20–2 and 30–2
Designed to provide students with the mathematical understandings and critical thinking skills necessary for post secondary studies in programs that do not require theoretical calculus.
Topics include algebra, geometry, trigonometry, introduction to functions, reasoning and logic, set theory, probability and statistics.
Speaking notes Math 11-2 and 12-2:
Course sequence has been developed for students headed to university or college in a program that does not require further in-depth study of mathematics. Students may require a post secondary math course in discrete mathematic or statistics for which this program would lay a foundation but would not prepare students for direct entry into calculus.
It is intended to develop critical thinking skills and the ability to use logical thought processes to understand and solve a variety of mathematical problems in a variety of situation as well as problems which require logical thought often seen as connected to mathematical reasoning.
Through exploration and application, relevant mathematical concepts and processes are learned
An appreciation of the usefulness of mathematics and the role of mathematics throughout society is emphasized.
Strong emphasis on the development of mathematics thinking and reasoning though exposure to topics beyond those considered ‘basic’.
Basic numeracy concepts are reinforced through out the course.
This course sequence is intended for the majority of high school students.

15. Changes to Math 20-2 and 30-2 Since Spring 2007
Measurement outcomes related to the use of instruments were removed.
Projects will be incorporated throughout the program.
Surface area and volume were moved to common 10.
Logical reasoning and proof were expanded.
Outcomes on radicals and rational expressions were added.

16. Mathematics 10–3, 20–3 and 30–3 (Apprenticeship & Workplace Mathematics)
Designed to provide students with the mathematical understandings and critical thinking skills necessary for entry into the majority of apprenticeship programs or direct entry into the workforce.
This course sequence includes number sense, algebra, geometry, measurement, finance, probability and statistics.
Course is developed for students not necessarily headed to mathematics-related programs in university or college but requiring sufficient mathematical skills to function in a highly technological society
Focus is on practical problem solving, decision-making skills and hands-on investigations
Through exploration and application, relevant mathematical concepts and processes are learned
Strong emphases on the mathematics required by trades and on the mathematics of personal finance

17. Next Steps Further consultation with stakeholders including: Teachers
ACAT Mathematics Articulation Committee
Math Advisory Committee
Math Roundtable
Mathematics Council of the Alberta Teachers’ Association
Completion of the WNCP CCF for Mathematics – January 2008
Development the Alberta Program of Studies for Mathematics – June 2008

18. Contacts
Kathy McCabe, Program Manager, K-12 Mathematics, Curriculum Branch, Alberta Education, Tel: (780)
Lorne Lindenberg, Curriculum Manager, Mathematics, Curriculum Branch, Alberta Education, Tel: (780)
Vivian Abboud, Program Manager, K-12 Mathematics, French Language Services Branch, Alberta Education, Tel: (780)
Christine Henzel, Resource Manager, K-12 Mathematics, Learning & Teaching Resources, Alberta Education, Tel: (780)
Debbie Duvall, Resource Manager, Mathematics Learning & Teaching Resources, Alberta Education Tel: (780)