What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq-Maliseet students? What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq-Maliseet students? Does not apply to me – went through school as part of a melting pot Experienced prejudice disguised as understanding First Nation culture

In your view, what is the intended purpose of having a curriculum? To set standards In your view, what is the intended purpose of having a curriculum? To set standards What are some strengths of having a curriculum to follow? To help teachers keep on track with what the students need – childhood development What are some weaknesses of having a curriculum to follow? Students may not get it the way the curriculum document suggests they should learn.

Conceptual Framework

Conceptual Framework for K - 9 Mathematics 4 Strands: 1.Number 2.Patterns and Relations - patterns - variables and equations - variables and equations 3. Shape and Space - measurement - 3-D objects and 2-D shapes - transformations 4. Statistics and Probability - data analysis - data analysis - chance and uncertainty - chance and uncertainty

There are critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics. Students are expected to: communicate in order to learn and express their understanding of mathematics (Communications: C) connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines (Connections: CN) demonstrate fluency with mental mathematics and estimation (Mental Mathematics and Estimation: ME) develop and apply new mathematical knowledge through problem solving (Problem Solving: PS) develop mathematical reasoning (Reasoning: R) select and use technologies as tools for learning and solving problems (Technology: T) select and use technologies as tools for learning and solving problems (Technology: T) develop visualization skills to assist in processing information, making connections and solving problems (Visualization: V). develop visualization skills to assist in processing information, making connections and solving problems (Visualization: V).

Nature of Mathematics

Change – mathematics is dynamic, not static (e.g. number sequences) Constancy – many mathematical properties do not change when outside conditions change (e.g. area unchanged regardless of how measured; triangle has 180 o regardless of size) Number Sense – intuition about numbers Relationships – mathematics is used to describe and explain relationships Patterns – recognizing, describing and working with numerical and non-numerical patterns to allow student to make predictions and justify reasoning when problem solving Spatial Sense – visualization, mental imagery and spatial reasoning Uncertainty – an awareness of uncertainty allows students to assess the reliability of data and data interpretation.

OUTCOMES AND ACHIEVEMENT INDICATORS

Four strands re-visited

Curriculum format

Example

Your Turn Working alone or in pairs use the curriculum to devise an activity you could use to teach PR1 (gr. 4)

No Class Halloween!