1. Getting started – support for reflection and engagement mathematics

2. What changes have been made since the publication of the draft mathematics framework? Feedback was informative in supporting change. What was said? Estimation and rounding should be included within the early level experiences and outcomes. Some experiences and outcomes would benefit from further clarification. Pedagogy, planning, progression and assessment could be enhanced through further support. A need for an increasing emphasis on effective learning strategies. What was done: An appropriate outcome on estimating and rounding was added at early level. Further explanation included in the framework document to clarify expectation. Further exemplification to be provided through progression pathways for key lines of concept development. Active and collaborative learning to be exemplified and sharing through Glow to be encouraged.

3. Reflecting on the principles and practice in mathematics Why is it important that learning and teaching develops algebraic thinking in all young learners? What contexts can I use to exemplify the importance of mathematics in everyday life? How can I embed problem-solving approaches in daily learning and teaching? How can I integrate mathematical skills and concepts in all other areas of the curriculum? In what ways can the principles and practice inform my teaching of mathematics to take it forward within Curriculum for Excellence?

4. How are the experiences and outcomes structured in mathematics? Mathematics is structured within three main organisers: Number, money and measure This includes estimation and rounding; number and number processes; multiples, factors and primes; powers and roots; fractions, decimal fractions and percentages; money; time; measurement; the impact of mathematics on the world; patterns and relationships; expressions and equations. Shape, position and movement This includes properties of 2D shapes and 3D objects; angle, symmetry and transformation. Information handling This includes data and analysis; ideas of chance and uncertainty.

5. Experiences and outcomes in mathematics (1) Why do some statements cross more than one level? These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period. Why is there a dotted line between third and fourth level? This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.

6. Experiences and outcomes in mathematics (2) Why are there sometimes fewer statements at third level than in second and fourth? This happens because of the particular significance of the third level as part of the entitlement for all young people. They represent a drawing together of a number of aspects of learning within mathematics. Why are some statements in italics? The statements in italics highlight the numeracy experiences and outcomes which are the responsibility of all practitioners. This means that non-maths specialists in the secondary sector should consider how they can contribute to these experiences and outcomes.

7. Getting started in mathematics: some questions for discussion Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? Which experiences and outcomes could you link within mathematics, across other curriculum areas and the world of work to provide a coherent experience for learners? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

8. Where do you go from here? The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.