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Math Curriculum

Math Curriculum. Read pages 2 – 5 from the grade 4 math curriculum in the transfer menu. What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq -Maliseet students ?

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Math Curriculum

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  1. Math Curriculum Read pages 2 – 5 from the grade 4 math curriculum in the transfer menu

  2. What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq-Maliseet students? • Does not apply to me – went through school as part of a melting pot • Experienced prejudice disguised as understanding First Nation culture

  3. In your view, what is the intended purpose of having a curriculum? To set standards • What are some strengths of having a curriculum to follow? To help teachers keep on track with what the students need – childhood development • What are some weaknesses of having a curriculum to follow? Students may not get it the way the curriculum document suggests they should learn.

  4. Conceptual Framework

  5. Conceptual Framework for K - 9 Mathematics 4 Strands: • Number • Patterns and Relations - patterns - variables and equations 3. Shape and Space - measurement - 3-D objects and 2-D shapes - transformations 4. Statistics and Probability - data analysis - chance and uncertainty

  6. There are critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics. Students are expected to: • communicate in order to learn and express their understanding of mathematics (Communications: C) • connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines (Connections: CN) • demonstrate fluency with mental mathematics and estimation (Mental Mathematics and Estimation: ME) • develop and apply new mathematical knowledge through problem solving (Problem Solving: PS) • develop mathematical reasoning (Reasoning: R) • select and use technologies as tools for learning and solving problems (Technology: T) • develop visualization skills to assist in processing information, making connections and solving problems (Visualization: V).

  7. Nature of Mathematics Mathematics is one way of trying to understand, interpret and describe our world. There are a number of components that define the nature of mathematics and these are woven throughout mathematics curricula. These components include: change, constancy, number sense, relationships, patterns, spatial sense and uncertainty.

  8. Nature of Mathematics • Change– mathematics is dynamic, not static (e.g. number sequences) • Constancy – many mathematical properties do not change when outside conditions change (e.g. area unchanged regardless of how measured; triangle has 180o regardless of size) • Number Sense– intuition about numbers • Relationships – mathematics is used to describe and explain relationships • Patterns – recognizing, describing and working with numerical and non-numerical patterns to allow student to make predictions and justify reasoning when problem solving • Spatial Sense– visualization, mental imagery and spatial reasoning • Uncertainty– anawarenessofuncertaintyallowsstudentstoassessthereliabilityofdataanddatainterpretation.

  9. OUTCOMES AND ACHIEVEMENT INDICATORS The New Brunswick Curriculum is stated in terms of general curriculum outcomes, specific curriculum outcomes and achievement indicators. • General Curriculum Outcomes (GCO) are overarching statements about what students are expected to learn in each strand/sub-strand. The general curriculum outcome for each strand/sub-strand is the same throughout the grades. • Specific Curriculum Outcomes (SCO) are statements that identify specific concepts and related skills underpinned by the understanding and knowledge attained by students as required for a given grade. • Achievement Indicators are one example of a representative list of the depth, breadth and expectations for the outcome. Achievement indicators are pedagogy and context free.

  10. Four strands re-visited

  11. Curriculum format

  12. Example

  13. Your Turn Working alone or in pairs use the curriculum to devise an activity you could use to teach PR1 (gr. 4)

  14. No Class Halloween! no journal There will be response this week nor next week. In lieu of this I am giving you a bonus project, which should take less time than our regular Monday evening WebEx sessions. From the transfer file or the Wiki site download the following files: “Foundations.pdf” “Foundations bonus project.pdf” This will be due Nov 1 and is worth an extra five (5) marks.

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