The Revised High School Mathematics Program of Studies

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?

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

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

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

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

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

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

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

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?

Philosophy and Pedagogy

Goals for Students (pp. 4) Affective Domain (pp. 4) Seven mathematical processes

(pp. 6 – 10) Nature of Mathematics (pp. 11-13)

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

Achievement Indicators

Evidence a student has fully met the learning outcome

May include suggestions of tasks One possible set of indicators

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.

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

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

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

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

Implementation Timelines

2010 2011 2012

Provincial Implementation

(English and French)

Grade 10 Grade 11 Grade 12

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)

Post-Secondary Acceptance Current List of Post-Secondary Acceptance of

Applied program- http://education.alberta.ca/teachers/program/math/info/post-sec.aspx

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

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

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

Contact Information

Christine Henzel Mathematics Resource ManagerLearning & Teaching ResourcesPhone: 780-415-8958Christine.Henzel@gov.ab.ca

Jennifer DoleckiProgram Manager, K–12 MathematicsCurriculum BranchPhone: 780-427-5628Jennifer.Dolecki@gov.ab.ca