1. Updating the Mathematics and Statistics Learning Area:
What could this look like?
NZAMT16 Workshop 2019
Jane McChesney

2. Overview Dilemmas for curriculum information
Clarity – of terminology and format
Coherence – between different sources of curriculum information
Focus 1 – content examples from number and algebra
Focus on clarity and progression
Focus 2 – mathematical processes and related approaches
Focus on clarity and other approaches
Focus 3 – review and looking ahead

3. Some curriculum issues
1. There are multiple sources of curriculum information for teachers that serve as a ‘proxy’ for the curriculum, and this can be very confusing and time wasting
The primary sector has many of these
NDP (Number Framework)
PacT – the
NMSSA KAMSi –
Plus other sources of ‘big ideas’
2. Levels 4 and 5 are problematic – in NZC, these encompass a relatively large content base and many students seem to slow in their learning for Years 7-10
3. What has happened to ‘problem solving’?
Mathematical Processes was a strand in the previous MiNZC but not subsumed into the Key competencies or content ‘stem’ statement.

4. Focus 1 –from number and algebra
This activity is aimed at Levels 4 and 5
And includes examples of curriculum content from different countries.
(written as statements for student learning)
For the topics of number or algebra (choose one)
Which statements do you prefer and why? – choose as many or as few as you like, give reasons for your choices
There are blank pieces of paper for you to write your own or to combine
What would be the order of learning that you would suggest? And what might be missing in terms of a progression or trajectory of learning>
Please record the numbers of each statement on the A4 piece of paper, and any other info

5. The number examples From 1, 13 the NZC (New Zealand Curriculum)
3 MiNZC (the previous mathematics curriculum Levels 1 to 8)
2, 6, 12 Australian Curriculum for Mathematics (2012)
4, 9, 10 Common Core Mathematics (USA)
5,11,14 NMSSA

6. The algebra examples From 1, 5, 10 the NZC (New Zealand Curriculum)
14 MiNZC (the previous mathematics curriculum Levels 1 to 8)
3, 9, 12 Australian Curriculum for Mathematics (2012)
2, 6, 13 Common Core Mathematics (USA)
4, 11 NMSSA

7. Mathematical thinking
A key influence has been five strands of mathematical proficiencies (Kilpatrick et al, 2001)
Conceptual understanding, Procedural fluency, Strategic competence,
Adaptive reasoning, and Productive disposition,
Taken up by the most recent Australian Curriculum as four proficiency strands
Understanding, Fluency, Problem Solving, and Reasoning
And the Common Core (USA) as eight Standards for Mathematical Practice
The Mathematical Practices encapsulate the five processes of
problem solving, reasoning and proof, communication, representation, and connections,
as well as three of the mathematical proficiencies as above

8. Standards/ Mathematical Practices (USA)
The Mathematical Practices encapsulate the five processes of
1. Make sense of problems and persevere in solving them (problem solving)
2. Reason abstractly and quantitatively (reasoning and proof)
3. Construct viable arguments and critique the reasoning of others (communication)
4. Model with mathematics (representation)
5. Use appropriate tools strategically (connections)
Proficiencies
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

9. Focus 2 This activity is based on extracts from three sources
The Australian Curriculum Proficiency strands
The US Common Core xxxx
And MiNZC (previous curriculum)
In pairs decide and indicate which of the statements could be useful information for teachers in an official curriculum?
And what are your reasons for your choices?
What is missing? Or repetitive?
How could the curriculum information about mathematical thinking be usefully presented to teachers? What would work for your school context?

10. More sources of information:
Key competencies:
How does your school/department/Learning Area currently include the Key Competencies in you school programme/syllabus?
What are the strengths and limitations of embedding Key Competencies?
How might the following be included or recognised in
an updated mathematics curriculum?
Key competencies,
Capabilities
Big ideas
Other formats?

11. Mathematics/Australian Curriculum
References
Mathematics/Australian Curriculum
To the Proficiency and content information for Years 6 to 9 (AU)
curriculum/mathematics/?year=11757&year=11758&year=11759&year=11760
Common Core Mathematics - Standards for Mathematical Practice
McChesney, J. (2017). Searching the New Zealand curriculum landscape for clarity and coherence: Some tensions in Mathematics and Statistics. Curriculum Matters, 13,