getting your head around the new nsw mathematics...
TRANSCRIPT
Getting your head around the new
NSW Mathematics Syllabus
Michelle Davis SWSR K-6 Mathematics Consultants
Acknowledgment to Nicole Fothergill
NSW school teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW
The Australian Curriculum required content descriptors are embedded in our NSW syllabuses, there is therefore no need to use the content from the ACARA website
The place of the AC in our syllabus
The Australian Curriculum and descriptors
K-10 Curriculum including NSW BOS English, Science, History and Mathematics syllabuses
How does the new design of the NSW syllabuses reflect the Australian Curriculum’s requirements?
Australian Curriculum New NSW syllabuses
Stage-based Outcomes and content
Year-based Content
General capabilities, Cross-curriculum priorities
Cross-curriculum Areas embedded in content as appropriate to individual Learning Areas
Implementation Plan
Syllabus structure:
–Rationale
–Aims
–Objectives
–Outcomes
–Content
–Stage Statements
Stage-based organisation
Life Skills outcomes and content for Years 7-10
Assessment Strategies (for, of, as)
What will stay the same as current NSW
syllabuses?
Stage Statements replace Foundation Statements
Working Mathematically is embedded into each
substrand
Learning Across the Curriculum
Cross-Curriculum Priorities
General Capabilities
Other important learning
Online/interactive format
What is different to the current NSW syllabuses?
Note that Civics and Citizenship and Difference and Diversity are the two learning across the curriculum areas that do not have content-specific references within the NSW K-10 Mathematics syllabus
The structure of the new syllabus
Communicating remains in the NSW syllabus
Communicating is …
Describing and explaining maths
Representing mathematical theory and solutions in written, oral and graphical form
Using words, algebraic symbols, special notations, diagrams, graphs and tables
This slide is used with permission from Robert Yen’s presentation on the new syllabus
The AC proficiency strands
Problem solving is … Modelling and investigating with maths More than just applying maths to simple problems Interpreting a rich, elaborate problem, selecting an
appropriate model/strategy, solving the problem and evaluating and justifying the solution
‘Formulate … and investigate problem situations, and communicate solutions effectively’
This slide is used with permission from Robert Yen’s presentation on the new syllabus
The AC proficiency strands
Reasoning is …
Generalising and proving with maths
Higher-order thinking to connect specific facts to general principles
Using algebra, logic, formal proof and justification
‘Sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising’
This slide is used with permission from Robert Yen’s presentation on the new syllabus
Understanding is … More than just learning facts Knowing and relating maths: ‘deep
understanding’ Forming connections, knowing ‘why’ as well as
‘how’ ‘Robust knowledge of adaptable and
transferable mathematical concepts’
This slide is used with permission from Robert Yen’s presentation on the new syllabus
The AC proficiency strands
Fluency is …
Applying maths
Using mathematics confidently, competently and effectively
‘Choosing appropriate procedures … flexibly, accurately, efficiently’
This slide is used with permission from Robert Yen’s presentation on the new syllabus
The AC proficiency strands
Australian Curriculum Content
Strand + NSW substrand
NSW outcomes
Australian curriculum
content description
NSW elaborations of Australian
curriculum content
Content is organised in
Stages
Working Mathematically Components (Communicating, Reasoning) are integrated.
Each Language section includes a word list. Words appearing for the first time in a substrand are listed in bold.
Example:
e-17SP
KLA Stage Outcome Number Strand
Mathematics Early Stage 1 e.g data* Statistics and Probability
*Note, the number does not carry through for all data outcomes in subsequent stages.
Reading the outcome codes
BEWARE! Tricky outcome coding e.g. K-6
New: Working
Mathematically
(proficiencies)
• Communicating
• Problem Solving
• Reasoning
• Understanding
• Fluency
Key features K-10
Current: Working
Mathematically
(processes)
• Questioning
• Applying Strategies
• Communicating
• Reasoning
• Reflecting
Focus on teaching content through WM processes
New: Layout
Working
Mathematically
proficiencies are
reflected in the
outcomes and
combined with the
knowledge and skills
content
Key features K-10
Current: Layout
Students learn about:
Knowledge and skills
Students learn to:
Working
Mathematically
processes
New: Content
Organised by stages
and then by syllabus
strands
Key features K-10
Current: Content
Organised by syllabus
strands and then by
stages
New: Content
Concepts sequenced
by outcomes, the key
ideas are presented as
a continuum of learning
and are accessible as
a separate document
on the NSW BOS
website
Key features K-10
Current: Content
Concepts sequenced
by key ideas in the
mathematics
continuum.
http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/programming/
Increased focus on recording
Increased focus on solving word problems
Increased focus on modelling, ordering, identifying and ‘using the term’ (correct and appropriate mathematical language)
Key features K-10
What syllabus content has changed?
What syllabus content is new for each stage?
What these changes mean for our teaching?
How as a school could you build capacity of teachers to implement the new syllabus?
Similarities and Differences K-6
New: ES1
• Word ‘groups’ only is used-not rows
• Equal arm balance and sorting on the basis of mass moved to S1
Current: ES1 • Word ‘rows’ used
in multiplication
Similarities and Differences K-6 New: S1 • Partitioning of numbers
into non standard forms
• Movement of some content from PAS to Number
• 1/8
• Pan balance
• ¼ hour clock reading
• Flat and curved surface
• Vertex
• Half- and quarter- turns
Current: S1 • Standard partitioning
• ½ , ¼ • Equal-arm balance • ½ hour clock reading • Corner • Tessellations • angles
Similarities and Differences K-6
New: S2 • Partitioning of numbers into
non standard forms
• Up to five-digit
• Calculating equivalent amounts of money and solving problems
• 1/3, 1/5, mixed numerals
• Temperature
• Constructing irregular 2D shapes
• Combining 2D shapes
• Comparing chance events
Current: S2 • Standard partitioning
• Up to four-digit • Adding and subtracting
with money
• ½. ¼, 1/8
• Percentages • Cross sections • Constructing 2D shapes
Similarities and Differences K-6
New: S3 • HCF, LCM (from Stage 4)
• Solving problems with factors
• Square and triangular numbers
• Uses the word integer
• Create financial plans
• Using area model for multiplication
• Speed KM/hour (in Multi Div)
• Order of operations
• Percentages only in Stage 3 part 2
Current: S3 • Factors • Roman numerals • Square numbers (stage
2)
• Positive and negative numbers
• Solve problems involving money
• Speed (in measurement)
Similarities and Differences K-6
New: S3 • Adding mixed numerals
• Content moved both up and down and across (WM) into Frac and Dec 2
• Cartesian number plane (from stage 4)
• Investigating areas of triangles
• Cross sections- up from Stage 2
• Translations and rotations with shapes
• Adjacent angles
• Categorical and numerical data, dot plots
• Frequencies and equally likely events
Resources and Professional Learning
https://detwww.det.nsw.edu.au/australiancurriculuminnsw/professional-learning/curriculum
http://lrr.dlr.det.nsw.edu.au/LRRView/14190/
NSW BOS Syllabus
http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/programming/
http://www.cpl.asn.au/course/an-introduction-to-the-mathematics-k-6-syllabus
Maang
