CORE CURRICULUM Mathematics Rationale

1 core CURRICULUM Mathematics Rationale Mathematics is a dynamic science which empowers individuals to become effective members of society. It provides a framework for the analysis of problems and the development of appropriate solutions, from the most basic to those which are quite complex. Mathematics is a complex system of patterns, number, space, measurement, chance and data represented by a system of symbols unique to the discipline and universally understood. The learning of knowledge encompassed by this system requires sharing, challenging, thinking, reasoning, and the modifying and testing of ideas and procedures. The facets of mathematical knowledge include knowing about' Mathematics , knowing how to do' Mathematics and knowing when', where' and why' to use Mathematics . The inclusion of Mathematics in the primary school CURRICULUM is fundamental to promoting in students an attitude to learning as a life-long pursuit.

2 St Vincent's Primary School regards each student as a person who is unique and of infinite value. Within the Maths CURRICULUM , this finds expression in the belief that every child can learn and succeed in maths. The nature of mathematical experiences that are undertaken enable students to see the relevance of school Mathematics in many aspects of their everyday life. Our Rationale for the teaching of Maths at St Vincent's School therefore, is based on the 10. principles that underwrite the CURRICULUM for ACT schools, as found in the ACT CURRICULUM Document, Every Chance to Learn. The Mathematics CURRICULUM is developed from the ACT CURRICULUM Document: Every Chance to Learn. Specifically, there are three principal ELAs that the Maths CURRICULUM is based on: ELA 16: The student understands and applies number, ELA 17: The student chooses and uses measures, ELA 18: The student recognises and represents patterns and relationships.

3 St Vincent's Primary School, Aranda 1. Maths CURRICULUM core CURRICULUM Mathematics core Documents The Every Chance to Learn CURRICULUM Framework for ACT Schools is the core document from which the St Vincent's Scope and Sequence for teaching Mathematics has been developed. While this document has provided us with what the students should have the opportunities to understand, learn about, learn to and develop values and attitudes about as they progress through each of the three bands of development it is not a full syllabus document. The staff at St Vincent's therefore has chosen to retain the NSW. Board of Studies Mathematics K-6 Syllabus as a key resource to support the teaching of Mathematics , along with the What, When, How to Teach Mathematics K-6 document and the principles therein for teaching Mathematics .

4 Mathematics K-6 acknowledges the importance of technology in today's society and provides assistance for teachers in helping students determine the most efficient strategy for solving problems, whether or not this may include the use of a calculator or software package. The syllabus addresses the particular educational needs of girls, indigenous students and those from non-English speaking backgrounds, as well as talented students and those with learning disabilities. The staff at St Vincent's also use the Rigby Maths Series Maths Tracks and CMIT as a key resource for providing ideas, pedagogical approaches, activities, BLMs, games and websites (such as Rainforest Maths ) to support the teaching of Mathematics at St Vincent's School. Knowledge and Understandings In this context, St Vincent's staff strives to develop in students, the knowledge and skills articulated by the Religious Education core document Treasures New and Old.

5 We endeavour to: develop students' basic mathematical competence for daily living and problem solving encourage students to work cooperatively on tasks and manipulate materials in a wide variety of learning situations give students opportunities to discover and create patterns and to describe and record relationships contained in those patterns encourage students to make sense of mathematical learning experiences by talking and writing about them ensure that understanding has priority over automatic recall of factual information and accuracy in calculation ensure that skills are maintained through meaningful practice and enjoyable drill teach students the basics of number, space, measurement and working mathematically develop students' mental skills in dealing with numbers and problems develop the use of calculators and computers where appropriate across K-6.

6 Provide opportunities for students to explore, manipulate, estimate, calculate, draw, measure, think abstractly, describe and deduce. Mathematical knowledge is dynamic in nature, being socially, culturally and historically constructed and responding to changing needs and expectations. The facets of mathematical knowledge include: knowing about Mathematics , knowing how to utilise mathematical processes and knowing when, where and why Mathematics is used. core CURRICULUM Mathematics St Vincent's Primary School, Aranda 2. Maths CURRICULUM Values and Attitudes ELA 16. In this Essential Learning Achievement, students have opportunities to: develop a positive attitude towards making sense of numbers and exploring their applications in mathematical and everyday situations. develop confidence, perseverance, creativity, and flexibility in solving problems with numbers.

7 Develop an attitude of openness to new ideas and possibilities, and to alternative explanations and solutions. value collaboration with others in sharing, exploring, questioning and explaining ideas and approaches. ELA 17. In this Essential Learning Achievement, students have opportunities to: develop a positive attitude towards measurement and exploring its applications in mathematical and everyday situations. develop confidence, perseverance, creativity and flexibility in solving problems using measurement. take responsibility for measuring accurately when the situation requires it [eg safety]. appreciate the need to avoid bias, false inferences or dishonest claims in the use of data. ELA 18. In this Essential Learning Achievement, students have opportunities to: Develop an interest in patterns and relationships occurring in the natural and built environment and their mathematical representations.

8 Appreciate ethical considerations concerning the representation of mathematical information in ways that do not distort or mislead [eg scale effects on graphs]. Value symbolic representations as powerful tools for understanding and communicating patterns and relationships in new situations and problems. core CURRICULUM Mathematics St Vincent's Primary School, Aranda 3. Maths CURRICULUM AGREED PRACTICE. Planning for Teaching As with all CURRICULUM areas teachers on the same stage will meet before the commencement of a term and then regularly throughout the term to plan and prepare for the teaching of Maths in their classrooms. As part of the scope and sequence of teaching Mathematics at St Vincent's School essential content from ELAs 12, 13 and 14 is included each term. In following the scope and sequence however the following should be kept in mind: When working with ELA 16 - Whole Number should be taught first.

9 ELA 17 Length should be taught first. ELA 18 2D Space should be taught first At the beginning of teaching the essential content in each ELA the student's existing knowledge and skills should be measured through formal or informal assessment procedures to establish what the students already know and can already do. Once this is known teachers need to refer back to the essential content in the scope and sequence to establish what needs to be taught next. Organisation for Teaching Maths Time Allocation Early Stage 1- Daily instruction of approximately 40 minutes Stage 1 - Daily instruction of approximately 40 minutes Stage 2 - Daily instruction of approximately 50 minutes Stage 3 - Daily instruction of approximately 60 minutes Daily Routine The daily routine for teaching maths for all stages should consist of: Warming Up Students participate in activities which provide opportunities to engage in mathematical thinking eg tables, mentals, games, number facts etc.

10 Focusing In Students are presented with, or review, the key ideas and concepts being explored. eg direct teaching, questioning for review etc.. Developing the Concept Students engage in whole class or group activities which further develop and consolidate the concept. eg hands on activities, games, worksheets, problem solving, using ICT etc.. Reviewing the Learning Students review and reflect on their understandings. eg verbalising ideas, journaling, whole class or individual correction, response to teacher feedback etc. core CURRICULUM Mathematics St Vincent's Primary School, Aranda 4. Maths CURRICULUM Formal Assessment Early Stage 1 SENA 1 (Term 1 and 4). Stage 1 - SENA 1 and 2 (Term 4 Years 1 and 2). Stage 2 - SENA 2 and National Testing (Term 2). Stage 3 - National Testing (Term 2). Stage Practice Early Stage 1.