The Shaping of Mathematics in the National Curriculum

A very short post today:

The paper on the shape of mathematics for the national curriculum has just been released. I highly advise reading what is contained in it. You can obtain a digital version here. You can also register to receive email alerts when anything is added to the National Curriculum Board website relevant to mathematics.

Of interest to me are the following aspects:

*at last, the official ‘study design’ features content (what is to be taught) AND methodology (how this content is explored and developed ie the thinking and doing) – what they are calling content strands and proficiency strands (of understanding, fluency, problem solving and reasoning). This is a great step forward from the content-focused curriculum documentation we have seen for our subject from government bodies of the present and the past.

*a consideration of how to engage more students in their learning of mathematics

*a stated aim of reducing the amount of ‘stuff’ to be ‘covered’ to encourage the development of big, key ideas in the subject

*a consideration of how assessment and pedagogy can create a coherent mathematics curriculum ie assessment linked to key ideas and reporting of students’ performance in both content and proficiency strands

There is a focus on teaching for understanding, curriculum documentation emphasising big ideas and essential questions and assessment for learning. I am feeling very hopeful about the proposed curriculum.

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About Linda

I have been involved in secondary mathematics education in Victoria, Australia for over 25 years.
This entry was posted in Assessment, Pedagogy, Systems, The profession. Bookmark the permalink.

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