Curriculum for Excellence

Launch of Mathematics Outcomes and Experiences

Albert Einstein

(1879-1955)

“Do not worry about your difficulties in mathematics, I assure you that mine are greater. “

Where did we begin?• Early Years 3-5 documents• 5-14 guidelines• SG and NQ arrangements• Research:

• AAP and SSA• Learning and teaching • Other countries

• Building the Curriculum documents• Commissioning statement• The writers’ guide

ValuesValues

AccessibleAccessible

AssessmentAssessment

InclusiveInclusiveBuilds on

good practice

Builds on good

practice

Drivesmethodology

Drivesmethodology

Crosscuttingthemes

Crosscuttingthemes

PrinciplesPrinciples

CapacitiesCapacities

OUTCOMESOUTCOMES

Proposed achievement frameworkLevel Experience and outcomes for most children or young people

early in pre-school and in primary 1

first by end of P4, but earlier for some

second by end of P7, but earlier for some

third in S1 – S3, but earlier for some

fourth fourth level broadly equates to SCQF 4

senior in S4 – S6, but earlier for some

“Mathematics is the study of the properties, relationships and patterns in number and shape, and the application of this knowledge to analyse, interpret, simplify and solve problems. “

Mathematics Covering Paper

What is Mathematics?

Number, money and measure • Basic number processes • Measure • Patterns and relationships • Expressions and equations

Shape, position and movement • Properties of 2D shapes and 3D objects • Angle, symmetry and transformation

Organising the Mathematics Outcomes

Information Handling • Data and analysis • Ideas of chance and uncertainty

Learning and Teaching

•planned active learning with opportunities to observe, explore, investigate, experiment and play

• development of problem-solving capabilities

• development of mathematical thinking skills

• use of relevant contexts, familiar to young people’s experiences

•appropriate, effective use of technology

• building on the principles of Assessment is for Learning

• collaborative and independent learning • making links across the curriculum

• increased opportunities for discussion, communication and explanation of thinking.

“To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.”

Building the Curriculum 1

Problem Solving in Mathematics• Flaubert, Gustave (1821-1880)

Since you are now studying geometry and trigonometry, I will give you a problem. A ship sails the ocean. It left Boston with a cargo of wool. It grosses 200 tons. It is bound for Le Havre. The mainmast is broken, the cabin boy is on deck, there are 12 passengers aboard, the wind is blowing East-North-East, the clock points to a quarter past three in the afternoon. It is the month of May. How old is the captain?

Problem Solving Attributes

• ‘Have a go’ attitude• Making links• Teamwork• Accept setbacks as learning experiences• Take calculated risks• Independent learner• Perseveres• Self-motivated• Flexible • Creative and resourceful

“9 out of 10 companies believe that soft skills are as important as academic qualifications.”

TES Nov 1997

•experience success •confidence to take risks, ask questions and explore alternative solutions• explain their thinking and present their solutions to others•collaborative learning will encourage children to reason logically and creatively•misconceptions and wrong answers used as learning experiences

Mathematical Thinking Skills

• introducing algebraic thinking at an earlier stage

• more emphasis on interpreting statistical information in the world around us

• stronger emphasis on the important part mathematics has played, and will continue to play, in the advancement of society

•the relevance of mathematics in daily life.

Updating the Curriculum

I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 114N

Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern. MTH 221P

“What is algebra exactly; is it those three-cornered things?”

J. M. Barrie

I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 117R

6

3

54

2

1

3 + 33 + 2

3 + 13

3 - 1

3 - 2

I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 122U

Implications for professional practice

• pedagogy: developing our practice• learning outcomes and experiences: reading

and sharing• contexts for learning: full range• consultation priorities: making time• glow: first steps

• Making the best use of CPD time—How much of it genuinely focuses on learning & teaching issues and sharing practice?

[“Leaders provide staff development which has a central focus on learning, teaching and meeting needs and their impact on pupils’ achievement. Staff learning is collaborative & collegiate, and led by valued and respected practitioners”]

(Dimension 4 Leading Learning : Improving Scottish Education 2006)

Using the outcomes• To reflect on and adapt current practice:

• Do more of• Do less of• Stop doing • Start doing

• To try out – learn in context• To identify opportunities, challenges and CPD

needs• To provide feedback

Contact details

Joe McLaughlin Barbara GrayDevelopment Officer Development OfficerNumeracy Curriculum for Excellencej.mclaughlin@LTScotland.org.uk b.gray@LTScotland.org.uk

0141 2825176 01382 443 6320797 602 2881 0777 092 7117