20 may mathematics

NSW SYLLABUS for the Australian curriculum

Mathematics K-10 (Vol. 1)

Guiding school leadersDiocese of Broken Bay

Session One:

Learning Intent: To explore the structure of the new syllabus (2014), focusing on:

AimObjectivesStage statementsStrand overviewsContent organisationCoding and IconsOutcome statementsPedagogical implications

Aim (p. 16):The aim of Mathematics in K–10 is for students to:• be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens

• develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability

• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an important aspect of lifelong learning.

Reflecting on the aimIn what ways does teaching and

learning in your school currently enact these aims?

What challenges do the aims pose for you, given your knowledge of how mathematics is currently taught and learned at your school?

Objectives (p. 16):

KNOWLEDGE, SKILLS AND UNDERSTANDING Students:

Working Mathematically

• develop understanding and fluency in mathematics through inquiry, exploring and

connecting mathematical concepts, choosing and applying problem-solving skills and

mathematical techniques, communication and reasoning

Number and Algebra

• develop efficient strategies for numerical calculation, recognise patterns, describe

relationships and apply algebraic techniques and generalisation

Measurement and Geometry

• identify, visualise and quantify measures and the attributes of shapes and objects, and

explore measurement concepts and geometric relationships, applying formulas, strategies

and geometric reasoning in the solution of problems

Statistics and Probability

• collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and

make sound judgements.

Objectives VALUES AND ATTITUDES

Students:• appreciate mathematics as an essential and relevant part of life, recognising that its cross-cultural development has been largely in response to human needs

• demonstrate interest, enjoyment and confidence in the pursuit and application of mathematical knowledge, skills and understanding to solve everyday problems

• develop and demonstrate perseverance in undertaking mathematical challenges.

How can we foster these dispositions?

Stage Statements (p. 26)Foundation statements

have been replaced by stage statements which reflect the intent of the Australian Curriculum Achievement Standards.

Stage statements summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes.

Organisation of content (p. 32)

Strand Overviews (p. 33) Working Mathematically- Give an example of a time you have seen a child problem solve, communicate mathematically or reason. Share an example of a lesson where students were not given opportunities to work mathematically.Number and Algebra- Identify some ways Number and Algebra are fundamental to the other strands. What are the implications of this?Measurement and Geometry- Read the strand overview. How are measurement and geometry interrelated? Statistics and Probability- Why is Statistics and Probability an important aspect of the syllabus?

Content Organisation

Coding and Icons: (p. 12)

What are the pedagogical implications? Pg. 17

Session 2:

Learning Intent:To highlight the differences between

the current and new syllabuses and explore the implications for teaching.

Focusing on:• Early Stage 1• Stage 1• Stage 2

Early Stage 1

1. Select a Strand2. Compare the current syllabus to

the new syllabus- What is the same?- What is different?- What do you notice?- What are the implications for PL?3. Share in table groups

Stage 1



Activity: Using ES1/ Stage 1 ContentChoose a number between 20

and 300. Partition it using place value as

many different ways as you can. Can you position your number on

an empty number line?

Discussion:

What is the syllabus outcome?What is the content knowledge

teachers need to know to teach this?

Why is it important for students to be able to partition?

Where does this fit in on the continuum of learning?

Language

The bold words are terms that are being introduced for the first time.

Stage 2



Activity: Stage 2The new syllabus has a much stronger focus on quadrilaterals. Take a look at Two- Dimensional Space 1 and 2 (Stage 2) in particular the language section. 1. Draw two non- congruent quadrilaterals on

3 x 3 dots.2. Record the properties of your shape. Can

you use the language from the syllabus?3. As a group agree on a rule for classification4. Does your criteria make sorting easy?5. Can you make another so all items can be

sorted?

Discussion:


teachers need to know?What will it look like when this

content is taught for conceptual understanding?

How will you ensure this is taught conceptually and not procedurally?

Where does this fit in on the continuum of learning?

Session 3:

Learning Intent:To highlight the differences

between the current and new syllabuses and explore the implications for teaching.

Focusing on:Stage 3

Stage 3



Activity: Multiplication and Division

1. Write a multiplication sentence that is 2 digit x 2 digit (eg: 36 x 48).

2. Using the area model to divide the grid into sections and label the multiplication needed for each section.

3. Are there other ways to section your array to make calculating easier?

Discussion:


teachers need to know?Why is the area model an

important representation?How will you ensure this is taught

conceptually and not procedurally? Where does this fit in on the

continuum of learning?

Programming

What knowledge

and skills do our students

need?What

knowledge and skills do we as teachers need?

What has been the impact of

our changed actions?

Deepen professional knowledge and refine

skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycle

to promote valued student outcomes

Adapted from Robinson, Timperley Uni of Auckland

Mathematics Block Guidelines

20 may mathematics

Education