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Review of Mathematics Curriculum Ministry of Education Recent History Curriculum Stocktake Report (2001-2002) Suggested a reduction in the number of Achievement Objectives Little change otherwise Since then Feedback from Numeracy Project and NCEA has indicated some change is needed Current MiNZC reflects 1980’s thinking Overseas research indicates this has changed Essential skills and attitudes Creative and innovative thinking Participation and contribution in communities Relating to other people Reflecting on learning and devloping selfknowledge Making meaning From essential skills to key competencies The DeSeCo project in the OECD set out to identify the key competencies needed by everyone across a range of life contexts This work was based on multidisciplinary research and international debate What competencies? What competencies do we need for a successful life and a well-functioning society? Key Competencies for a Successful Life/Society Acting autonomously Using tools interactively Functioning in socially heterogeneous groups Key Competencies thinking (creatively, critically, logically, reflectively) relating to others belonging, participating and contributing self managing (planning, persevering, being resourceful...) making meaning (getting below the surface, seeking coherence and relevance) Key Considerations Is Statistics part of Mathematics? What is in a name? Mathematics and Statistics? Are Number and Algebra really separate strands? Does Algebra really extend down into CL 1-3, or is this pre-Algebra? Is Measurement a strand in its own right? If measurement is not a separate strand, what is the place of calculus? Essence Statement What is mathematics and statistics? Why is it an essential learning area? Mathematics is… …the exploration and use of patterns and relationships in quantities, space, and time. Mathematics has its own way of classifying and describing these patterns and relationships using related ideas like number, shape, and measurement. Statistics is… …the exploration and use of patterns and relationships in data. It is primarily about looking for and explaining similarities and differences in data, variability within the data, and how much confidence can be attached to any conclusions drawn from it. Why teach Mathematics and Statistics? Practical application in everyday life. A way of thinking that serves other essential learning areas. Requirement of many vocations. Develops students’ ability to think creatively, critically and logically. Develops students’ ability to organise and process information. Provides enjoyable intellectual challenge. Integrating the Current Strands Measurement Number Mathematical Geometry Algebra Processes Statistics Linking Strands Number Algebra Statistics Geometry Measurement Strand Structure . Number and Algebra Probability Measurement Data Graphics Statistics Shape and Space Years 1 – 4 Number and Algebra Measurement Shape and Space Data Graphics Statistics Years 5 – 8 Number and Algebra Measurement Probability Shape and Space Data Graphics Statistics Years 9-11 Number and Algebra Measurement Data Graphics Probability Statistics Shape and Space Year 12 – 13 Calculus Statistics Where to Now? The place of the Process Strand? How will the Key Competencies influence the curriculum? Direction of Statistics Strand? How will Statistics contribute to the other Essential Learning Areas? How do I get involved? Curriculum Project Online - opportunity to engage in discussion and debate in ideas and issues Register online at: www.tki.org.nz/r/nzcurriculum/cp_online_e.php