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Maths Information

Mathematics February 2013

Our Mathematics curriculum aims to ensure that students:

• are confident, creative users and communicators of mathematics and able to investigate, represent and interpret situations in real life situations /inquiry investigations.

• develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability.

• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Actions students can engage in when learning.

Understanding

Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their thinking mathematically and when they interpret mathematical information.

Fluency

Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.

Problem Solving

Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.

Reasoning

Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false and when they compare and contrast related ideas and explain their choices

 

The Mathematics program will be delivered in four ways:

Workshops:

This is the teaching of specific skills and concepts based around the acquisition of skills. This might be a workshop based number, measurement, space, probability and statistics. A workshop may be also used to model and explain how to develop mathematical projects and tackle open-ended tasks.

Target teaching:

This is the teaching of specific skills in small groups. After collecting data, teachers would work with a group of children that require assistance with particular concepts.

Mathletics:

Mathletics is an online resourse where courses can be individually set to meet particular needs. See http://www.mathletics.com.au/     (When your child logs on, have a look a the the RainForest Maths tag which is a brilliant resource that students can use at school and at home)

Inquiry Projects (usually done collaboratively) (Linked to main inquiry when possible)

There will be many opportunities for students to partake in investigations that interest them. (real life situations)  These projects will usually be completed with a partner or in a small group. (If you look back in the archives of this blog, you will see some terrific examples of projects  completed last year).

Here are two examples:

 

Bunker from Hawker23

Aiden’s trip to mars from Hawker23

2 Comments »

  1. flossy and greta says:

    flossy saysd
    i think that whailing should be banned and that if you hurt one you have to pay. i love whails

    greta says
    I think that wailing should be banned because it hurts them and there culture

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