Curriculum for Excellence Launch of Mathematics Outcomes and Experiences

Albert Einstein ( ) “Do not worry about your difficulties in mathematics, I assure you that mine are greater. “

Where did we begin? Early Years 3-5 documents 5-14 guidelines SG and NQ arrangements Research: AAP and SSA Learning and teaching Other countries Building the Curriculum documents Commissioning statement The writers’ guide

OUTCOMESCapacitiesPrinciples Cross cutting themes Drives methodology Builds on good practice InclusiveAssessmentAccessibleValues

Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 senior in S4 – S6, but earlier for some

‘To face the challenges of the 21st Century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population.’ Building the Curriculum 1

“Mathematics is the study of the properties, relationships and patterns in number and shape, and the application of this knowledge to analyse, interpret, simplify and solve problems. “ Mathematics Covering Paper What is Mathematics?

Number, money and measure Basic number processes Measure Patterns and relationships Expressions and equations Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation Organising the Mathematics Outcomes Information Handling Data and analysis Ideas of chance and uncertainty

Learning and Teaching planned active learning with opportunities to observe, explore, investigate, experiment and play development of problem-solving capabilities development of mathematical thinking skills use of relevant contexts, familiar to young people’s experiences

appropriate, effective use of technology building on the principles of Assessment is for Learning collaborative and independent learning making links across the curriculum increased opportunities for discussion, communication and explanation of thinking.

“To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.” Building the Curriculum 1

Problem Solving in Mathematics Flaubert, Gustave ( ) Since you are now studying geometry and trigonometry, I will give you a problem. A ship sails the ocean. It left Boston with a cargo of wool. It grosses 200 tons. It is bound for Le Havre. The mainmast is broken, the cabin boy is on deck, there are 12 passengers aboard, the wind is blowing East-North-East, the clock points to a quarter past three in the afternoon. It is the month of May. How old is the captain?

Problem Solving Attributes ‘Have a go’ attitude Making links Teamwork Accept setbacks as learning experiences Take calculated risks Independent learner Perseveres Self-motivated Flexible Creative and resourceful

“9 out of 10 companies believe that soft skills are as important as academic qualifications.” TES Nov 1997

experience success confidence to take risks, ask questions and explore alternative solutions explain their thinking and present their solutions to others collaborative learning will encourage children to reason logically and creatively misconceptions and wrong answers used as learning experiences Mathematical Thinking Skills

introducing algebraic thinking at an earlier stage more emphasis on interpreting statistical information in the world around us stronger emphasis on the important part mathematics has played, and will continue to play, in the advancement of society the relevance of mathematics in daily life. Updating the Curriculum

I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 114N

Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern. MTH 221P

“What is algebra exactly; is it those three-cornered things?” J. M. Barrie

I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 117R

I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 122U

Implications for professional practice pedagogy: developing our practice learning outcomes and experiences: reading and sharing contexts for learning: full range consultation priorities: making time glow: first steps

Making the best use of CPD time—How much of it genuinely focuses on learning & teaching issues and sharing practice? [“Leaders provide staff development which has a central focus on learning, teaching and meeting needs and their impact on pupils’ achievement. Staff learning is collaborative & collegiate, and led by valued and respected practitioners”] (Dimension 4 Leading Learning : Improving Scottish Education 2006)

Using the outcomes To reflect on and adapt current practice: Do more of Do less of Stop doing Start doing To try out – learn in context To identify opportunities, challenges and CPD needs To provide feedback

Contact details Joe McLaughlinBarbara GrayDevelopment Officer NumeracyCurriculum for Excellence