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Learning progressions and the Australian curriculum mathematics: The case of statistics and probability

Learning progressions and the Australian curriculum mathematics: The case of statistics and... Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Learning progressions and the Australian curriculum mathematics: The case of statistics and probability

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Publisher
SAGE
Copyright
© Australian Council for Educational Research 2021
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/00049441211036521
Publisher site
See Article on Publisher Site

Abstract

Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.

Journal

Australian Journal of EducationSAGE

Published: Jan 1, 2021

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