Renewal of Secondary Mathematics Context and Information Related to the Secondary Pathways

Issues Influencing WNCP K-12 Mathematics Renewal Current framework has been in effect for approximately 10 years and stakeholder feedback indicated a need to address issues as a WNCP collective Too much content for allotted instructional time Significant research has been done regarding the teaching and learning of mathematics since 1996 The challenge of transitions between some grade levels

Focus of WNCP K-12 Mathematics Renewal Research completed in April 2004 indicated the following: Teach fewer topics in more depth Group outcomes that address similar concepts Allow for better interpretation and understanding of outcomes Increase focus on early numeracy Introduce pre-algebra earlier Ensure the smooth flow of concept development Use terminology consistently

Renewal of K to 9 Mathematics K, 1, 4, 7 implemented in 2007 – , 5, 8 implemented in 2008 – , 6, 9 implementation planned for 2009 – 2010

Renewal of Secondary Mathematics Anticipated timeline for secondary mathematics: 10 level courses introduced in 2010 – level courses introduced in 2011 – level courses introduced in 2012 – 2013

The Three Secondary Mathematics Pathways Kindergarten to Grade 9 Common Course for Pre-Calculus 10 and Foundations 10 Workplace and Apprenticeship 10 Pre- Calculus 20 Workplace and Apprenticeship 20 Workplace and Apprenticeship 30 Pre- Calculus 30 Foundations of Math 20 Foundations of Math 30

The Three Secondary Options All three options are designed to provide students with appropriate mathematical understandings and critical thinking skills. It is the choice of mathematical topics through which those skills are developed that varies between pathways.

Workplace and Apprenticeship Pathway Designed to provide students with the mathematical understandings and critical thinking skills necessary for entry into the majority of trades and direct entry into the workforce. This course includes number sense, measurement, algebra, geometry, probability, and statistics. Based upon the type of post-secondary program and career choices made by students, this option is intended to meet the needs of 30 to 40 percent of the student population. Students who enjoy project work and applied mathematic would be well-suited to this pathway.

Foundations of Mathematics Pathway Designed to provide students with the mathematical understandings and critical thinking skills necessary for post secondary studies in programs that do not require calculus. This course includes algebra, functions, geometry, measurement, probability, logic, proofs, inductive and deductive reasoning, set theory and statistics. Based upon the type of post-secondary program and career choices made by students, this option is intended to meet the needs of 40 to 60 percent of the student population. Students interested in pursuing careers related to social sciences, nursing and humanities would be well-suited to this pathway.

Pre-Calculus Pathway Designed to provide students with the mathematical understandings and critical thinking skills necessary for entry into post-secondary programs which require calculus. This course includes algebra, equations, functions (linear, quadratic, polynomial, exponential, logarithmic, trigonometric, absolute value, reciprocal, radical), geometry, graphing and transformations. Based upon the type of post-secondary program and career choices made by students, this option is intended to meet the needs of 10 to 20 percent of the student population. Students interested in pursuing mathematics, science and engineering related careers would be well-suited to this pathway.

Consultation Process 2004 and 2005:Consultation and discussion with post-secondary, business, and industry Spring 2006: Working draft developed in order to facilitate further consultation Fall 2006: Consultations with teachers, central office administrators, and post-secondary Spring 2007: Final consultation and feedback on revised draft Spring 2008: Framework finalized on posted on WNCP website

Overview of Changes The philosophical base places an emphasis on conceptual, in-depth understanding which requires the use of activities and different approaches to the teaching of mathematics. Seven mathematical processes were established: Communication, Connections, Mental Mathematics and Estimation, Problem Solving, Reasoning, Technology, Visualization. Achievement indicators are provided for each outcome. The indicators are a representative list of the depth, breadth and expectations for the outcome. Course configurations reflect different types of mathematics, rather than different levels of difficulty, and are based on the needs of students going into different sectors of employment.

Other Considerations Pre-Requisites: Each course in a pathway is a pre-requisite to the subsequent course in that pathway. Students may take courses in another pathway but must have the pre-requisite course. Graduation Requirement: As is currently the case, the graduation requirement will be a level 20 course. Therefore, one of three possibilities will exist. Provincial Exams: Departmental exams will be established for all three of the level 30 courses. Calculus 30: This course is not part of the WNCP framework, but it will continued to be offered as a course option following Pre- Calculus 30.

Further Information about the WNCP Framework Information about the secondary mathematics pathways and a description of the outcomes in each course may be found at

Reflections, Questions, Discussion