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