The Revised High School Mathematics Program of Studies

1. The Revised High School Mathematics Program of Studies

3. Chicken McNuggets McDonalds 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?

4. Chicken 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?

6. 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

7. 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

8. 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

9. 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

10. 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

11. Changes in the K-12 Program • Mental Mathematics and Estimation • Personal Strategies • Content: Reduced & Focused • more depth less breadth • Algebraic Reasoning • Learning through Problem Solving

12. 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?

13. Philosophy and Pedagogy • Goals for Students (pp. 4) • Affective Domain(pp. 4) • Seven mathematical processes (pp. 6 – 10) • Nature of Mathematics (pp. 11-13)

14. 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

15. Achievement Indicators • Evidence a student has fully met the learning outcome • May include suggestions of tasks • One possible set of indicators

16. A Sample Outcome – 10C

19. 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

20. 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

21. 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

22. 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

23. Implementation Timelines

24. 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)

25. Post-Secondary Acceptance • Current List of Post-Secondary Acceptance of Applied program- http://education.alberta.ca/teachers/program/math/info/post-sec.aspx

26. 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

27. 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

28. 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

30. Contact Information Christine Henzel Mathematics Resource Manager Learning & Teaching Resources Phone: 780-415-8958 Christine.Henzel@gov.ab.ca Jennifer Dolecki Program Manager, K–12 Mathematics Curriculum Branch Phone: 780-427-5628 Jennifer.Dolecki@gov.ab.ca