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The Revised High School Mathematics Program of Studies
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Chicken McNuggetsMcDonalds sells Chicken McNuggets in boxes of 6, 9, or
20. Obviously one could purchase exactly 15 McNuggets by buying a box of 6 and a box of 9.
Could you purchase exactly 17 McNuggets?
How would you purchase exactly 53 McNuggets?
What is the largest number for which it is impossible to purchase exactly that number of McNuggets?
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What if the McNuggets were available in boxes of 7, 11 and 17?
What is the largest number for which it is impossible to purchase exactly that number of McNuggets?
Chicken McNuggets
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Western and Northern Canadian Protocol (WNCP)
Partnership among the Ministries of Education of:
Alberta • Nunavut British Columbia • Saskatchewan Manitoba • Yukon Northwest Territories
In order to collaborate on matters relating to K–12 education
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Guiding Principles I
Improve transition from Grade 9 to Grade 10 Mathematics
Reduce number of topics in the 10-12 Mathematics programs
Provide greater opportunity for transfer between the course sequences
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Guiding Principles II
Develop programs that facilitate transition from high school to: post-secondary programs that may require
calculus post-secondary programs that will not require
calculus college/technical programs apprenticeship programs direct entry into the workforce
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Feedback from Alberta Stakeholders
Need for transferability between course sequences at the Grade 12 level
Need for the middle sequence to provide access to post-secondary educational opportunities
Need for more algebra in the middle sequence
Therefore, Alberta withdrew from the WNCP for the middle pathway (Foundations of Mathematics) and wrote its own middle course sequence called Mathematics 20-2 and 30-2
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Alberta Program of Studies
Based on the WNCP CCF
Approved by the Minister in Spring 2008
Available at Alberta Education Web site www.education.gov.ab.ca
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Changes in the K-12 Program Content: Reduced &
Focused more depth less breadth
Algebraic Reasoning
Learning through Problem Solving
Mental Mathematics and Estimation
Personal Strategies
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Philosophy and Pedagogy
Individually: Write down your beliefs about teaching, learning and students
As a Table: What are some common beliefs you have?
How do your beliefs match with the Alberta Program of Studies?
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Philosophy and Pedagogy
Goals for Students (pp. 4) Affective Domain (pp. 4) Seven mathematical processes
(pp. 6 – 10) Nature of Mathematics (pp. 11-13)
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Depth versus Breadth
Mathematical understandings and critical thinking skills
Developing a concept in multiple ways Connections with other outcomes Conceptual understanding Demonstrate understanding in a variety of
ways
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Achievement Indicators
Evidence a student has fully met the learning outcome
May include suggestions of tasks One possible set of indicators
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A Sample Outcome – 10C
2. Demonstrate an understanding of relations and functions.[C, R, V]
2.1 Explain, using examples, why some relations are not functions but all functions are relations.
2.2 Determine if a set of ordered pairs represents a function.
2.3 Sort a set of graphs as functions or non-functions.
2.4 Generalize and explain rules for determining whether graphs and sets of ordered pairs represent functions.
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Mathematics 10-3
• Projects should form the foundation for learning• Problems and projects must be authentic,
context-based and have experiences directly related to trades, certified occupations and the workforce
• Links between concepts should be made to demonstrate the transferability of mathematical process to solve problems
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Combined Grade 10 Course
This course is designed to develop students’ mathematical understandings and critical thinking skills necessary to transition into either the ‘-1’ or ‘-2’ course sequence
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Mathematics ‘-2’
Experiential, contextual learning should be the dominant pedagogy for this pathway
Technology is expected. Specific technology is not referenced as various technologies can be used to achieve the outcomes
Projects are an important component of this pathway
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Mathematics ‘-1’
Develop a conceptual and procedural understanding of mathematics
Meaningful contexts should be used in examples, problems and projects
Links between concepts should be made explicit whenever possible (outcomes should not be viewed as discrete)
Projects should be used to solidify learning
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Implementation Timelines
2010 2011 2012
Provincial Implementation
(English and French)
Grade 10 Grade 11 Grade 12
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Post-Secondary Acceptance Ongoing dialogue with post-secondary
institutions to gain acceptance for Mathematics 30-2 for admission to some programs: University of Alberta, University of Calgary,
University of Lethbridge NAIT and SAIT Grant MacEwan and Mount Royal Concordia University College (Applied 30 for
Business)
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Post-Secondary Acceptance Current List of Post-Secondary Acceptance of
Applied program- http://education.alberta.ca/teachers/program/math/info/post-sec.aspx
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Approved Publishers
Foundations of Mathematics and Pre-calculus Grade 10 course McGraw-Hill Ryerson Pearson Educational Press
Apprenticeship and Workplace Mathematics Grades 10, 11 and 12 Announcement coming soon
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Thoughts The following slide is a suggested list of
discussion questions.
Please choose a recorder at your location
Summarize the big ideas of your discussion questions
Choose a reporter who will share with the larger group
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Thoughts
At your location discuss the following: What are your initial thoughts?
• From a teacher perspective• From a student perspective
What are your concerns?• From a teacher perspective• From a student perspective
What will you need to be successful?• From a teacher perspective• From a student perspective
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Contact Information
Christine Henzel Mathematics Resource ManagerLearning & Teaching ResourcesPhone: [email protected]
Jennifer DoleckiProgram Manager, K–12 MathematicsCurriculum BranchPhone: [email protected]