Renewal of Secondary Mathematics A Presentation and Discussion with High School Administrators

Common Issues Driving K-12 Mathematics CCF Revision Current CCF had been in effect for approximately 10 years and stakeholder feedback indicated a need to address issues as a collective Too much content for allotted instructional time Significant research has been done regarding the teaching and learning of mathematics since 1996 Transitions between grades

K-12 Mathematics CCF Revision WNCP partners initiated review of the Mathematics CCF in 2003 Research phase for revision was completed in April 2004 indicating: 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 and 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

Renewal of K to 9 Mathematics K, 1, 4, 7 introduced for , 5, 8 introduced in , 6, 9 introduced in

Renewal of Secondary Mathematics Proposed timeline: – 10 level courses introduced in – 20 level courses introduced in – 30 level courses introduced in

The Three Secondary Options K to 9 Common Grade 10 course leading to Non-Calculus and Calculus Based Options in Grade 11 Math for Trades and Technologies Foundations of Math Math for Trades and Technologies GRADE 10 GRADE 11 Foundations of Math Pre-Calculus GRADE 12 * Names are from WNCP

The Three Secondary Options All three options are designed to provide students with mathematical understandings and critical thinking skills. It is the choice of topic through which those skills are developed that varies between options. Is a “B” student in any option better suited for the end target than a “A” student in another option? This addresses the need for a ‘type of student’ expressed by stakeholders who work with students after they leave basic education.

Option A (Foundations of Mathematics) 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, conditional statements, functions, geometry, measurement, probability, 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.

Option B (Math for Trades and Technologies) 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 algebra, geometry, measurement, number sense, 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.

Option C (Pre-Calculus) 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 30 percent of the student population.

Secondary Consultation Process Post-secondary institutions, business, and industry – Fall 2004 Working Draft developed – Spring 2006 Face to face consultations with teachers, central office administrators, and post-secondary faculty on Working Draft – September/October 2006 Face to face consultations and online feedback on Consultation Draft – February/March 2007

Overview of Changes The philosophical base of the CCF places an emphasis on conceptual, in-depth understanding. In-depth understanding requires the use of activities and different approaches to the teaching of mathematics. Seven mathematical processes: Communication, Connections, Mental Mathematics and Estimation, Problem Solving, Reasoning, Technology, Visualization Achievement indicators are provided for each outcome. Each group of achievement indicators is one example of a representative list of the depth, breadth and expectations for the outcome. Course configurations reflect different types of math, rather than different levels of difficulty, and are based on the needs of students going into different sectors of employment.

Issues to be Addressed Graduation requirements (currently Math 20) Pre-requisites Pace of implementation Departmental exams Names of courses Others?

Reflections, Questions, Discussion