1. Review of Mathematics Curriculum Ministry of Education

2. Recent History Curriculum Stocktake Report (2001-2002)  Suggested a reduction in the number of Achievement Objectives  Little change otherwise Since then  Feedback from Numeracy Project and NCEA has indicated some change is needed  Current MiNZC reflects 1980’s thinking  Overseas research indicates this has changed

3. Essential skills and attitudes  Creative and innovative thinking  Participation and contribution in communities  Relating to other people  Reflecting on learning and devloping self- knowledge  Making meaning

4. From essential skills to key competencies  The DeSeCo project in the OECD set out to identify the key competencies needed by everyone across a range of life contexts  This work was based on multi- disciplinary research and international debate

5. What competencies?  What competencies do we need for a successful life and a well-functioning society?

6. Key Competencies for a Successful Life/Society  Acting autonomously  Using tools interactively  Functioning in socially heterogeneous groups

7. Key Competencies   thinking (creatively, critically, logically, reflectively)   relating to others   belonging, participating and contributing   self managing (planning, persevering, being resourceful...)   making meaning (getting below the surface, seeking coherence and relevance)

8. Key Considerations  Is Statistics part of Mathematics?  What is in a name? Mathematics and Statistics?  Are Number and Algebra really separate strands?  Does Algebra really extend down into CL 1-3, or is this pre-Algebra?  Is Measurement a strand in its own right?  If measurement is not a separate strand, what is the place of calculus?

9. Essence Statement  What is mathematics and statistics?  Why is it an essential learning area?

10. Mathematics is… …the exploration and use of patterns and relationships in quantities, space, and time. Mathematics has its own way of classifying and describing these patterns and relationships using related ideas like number, shape, and measurement.

11. Statistics is… …the exploration and use of patterns and relationships in data. It is primarily about looking for and explaining similarities and differences in data, variability within the data, and how much confidence can be attached to any conclusions drawn from it.

12. Why teach Mathematics and Statistics?  Practical application in everyday life.  A way of thinking that serves other essential learning areas.  Requirement of many vocations.  Develops students’ ability to think creatively, critically and logically.  Develops students’ ability to organise and process information.  Provides enjoyable intellectual challenge.

13. Integrating the Current Strands NumberMeasurementAlgebraStatisticsGeometry Mathematical Processes

14. Linking Strands NumberAlgebra Statistics Geometry Measurement

15. Strand Structure. Number and Algebra Shape and Space Statistics Measurement Probability Data Graphics

16. Number and Algebra Shape and Space Statistics Years 1 – 4 Measurement Data Graphics

17. Statistics Measurement Years 5 – 8 Number and Algebra Shape and Space Probability Data Graphics

18. Number and Algebra Shape and Space Statistics Measurement Probability Years 9-11 Data Graphics

19. Calculus Statistics Year 12 – 13

20. Where to Now?  The place of the Process Strand?  How will the Key Competencies influence the curriculum?  Direction of Statistics Strand?  How will Statistics contribute to the other Essential Learning Areas?

21. How do I get involved?  Curriculum Project Online - opportunity to engage in discussion and debate in ideas and issues  Register online at: www.tki.org.nz/r/nzcurriculum/cp_online_e.php