GRADE 11 MATHEMATICS20-1 PRE-CALCULUS20-2 FOUNDATIONS

20-3 WORKPLACE & APPRENTICESHIP

YellowknifeMay 10-12, 2011

Adrian RichardsCoordinatorMathematicsDept. ECE

Welcome to Math!

Western and Northern Canadian Protocol: WNCP

WNCP is a partnership between the Education Ministries in AB, BC, MB, NT, NU, SK and YT

Formed to make “optimum use of limited educational resources” Primary mandate “to cooperate on matters relating to the basic

education for students from kindergarten to grade 12” WNCP projects: Aboriginal Language and Culture, English

Language Arts, International Languages, Social Studies and Mathematics

Common Curriculum Framework: CCF

WNCP Common Curriculum Framework (CCF) for Mathematics published in two documents: 1995 –Kindergarten to Grade 9 1996 –Grades 10 to 12

WNCP partners initiated review of the Mathematics CCF in 2003

Research phase for revision was completed in April 2004 suggesting the CCF: Teach fewer topics in more depth Group outcomes that address similar concepts Avoid outcomes that are not mathematical or addressed in

other subjects Clarify outcome wording and provide a means allowing for

better interpretation of the outcomes Increase focus on early numeracy Introduce pre-algebra earlier Introduce some topics later Ensure the flow of concept development Use terminology consistently

10-12 CCF Overview of Changes

Philosophical base of the curriculum remains the same with a focus on the seven mathematical processes (Communication, Connections, Estimation and Mental Mathematics, Problem Solving, Reasoning, Technology, Visualization)

Reduction in content to facilitate more in-depth study of topics

Illustrative Examples are replaced with Achievement Indicators

Achievement Indicators are brief statements of what students should know and be able to do if they have obtained an acceptable understanding of a given outcome

Achievement Indicators to be included in the final draft for each strand

FNMIFirst Nations, Métis and Inuit Perspectives

Recognition and understanding of the FNMI peoples from across the WNCP jurisdictions

Implementation Timeline Implementation English & French

K, 1, 4, & 7 September 2008 2, 5, 8 September 2009 3, 6, 9, &10 September 2010 11 September 2011 12 September 2012

Departmental Examinations: Field testing is scheduled for 2011-12 Transition year 2012-13 New examination 2013-2014

Course Sequence

Grade 9

Mathematics 10C

Mathematics 20-1

Pre-Calculus

Mathematics 30-1

Pre-Calculus

Mathematics 20-2

Foundations Of Mathematics

Mathematics 30-2

Foundations of Mathematics

Mathematics 10-3

Workplace & Apprenticeship

Mathematics

Mathematics 20-3

Workplace & ApprenticeshipMathematics

Mathematics 30-3

Workplace & Apprenticeship Mathematics

Program Overview Goals and Objective:

3 distinct course sequences Designed for 90 instructional hours but offered for 125hrs. Each develop distinct mathematical topics to foster understanding

and critical thinking skills. Course section based on:

Student interest (current & future) Post-secondary interests.

Provide prerequisites attitudes, knowledge and skills for: Specific post-secondary programs Direct entry into the workforce

Opportunities for concurrent study in Mathematics Student, Parent, Educators collaborate in researching post-secondary

admission requirements which change annually.

Depth versus Breadth

All three pathways are designed to provide students with mathematical understandings and critical thinking skills

It is the choice of topic through which those skills are developed that varies between pathways

Choice of pathway is dependent upon choice of future pursuits

Depth versus Breadth – cont.

Developing a concept in multiple ways

Experiences from a variety of approaches and contexts

Making connections to other outcomes within the pathway

Emphasis is on development of conceptual understanding

Learning Outcomes

Language of outcomes reflects a cognitive approach to learning

Some outcomes are multi-component and resources must address all components

The learning outcome is the legal authority; the scope of the learning outcome is shown in the achievement indicators

Achievement Indicators

Describe what evidence a teacher might look for to determine whether or not the student has fully met the learning outcome

May also include suggestions as to the type of task that would provide evidence of having met the learning outcome

Other achievement indicators could, and should, be used provided they address the outcome and reflect a similar scope

Achievement Indicators

AI’s provide direction on assessment and the scope of the specific learning outcome.

Achievement indicators are pedagogy and context free.

Wording: “including”, indicates that any ensuing items

must be addressed fully to meet the outcome. “such as” indicates that the ensuing items are

provided for illustrative purposes or clarification and are not specific requirements that must be met.

Foundations of Mathematics

Designed to provide students with the mathematical understandings and critical thinking skills necessary for post-secondary studies, in programs that do not require calculus

Topics in this course include financial mathematics, functions and relations, geometry, logical reasoning, mathematical research project, measurement, probability, and statistics

Foundations of Mathematics

Experiential, contextual learning should be the dominant pedagogy for this course

Technology is expected. Specific technology is not referenced as various technologies can be used to achieve the outcomes

Projects are an important component of these courses

DIFFERENCE BETWEEN WNCP FOUNDATIONS AND ALBERTA/NWT 20-2

•Oblique Triangle Trig replaced with Radicals

•Systems of Linear Inequalities replaced with extended Quadratic Functions

•Purpose is to have more acceptance to Post-Secondary Programs in Alberta

Pre-Calculus

• Course could be viewed as the “most traditional” of the mathematics courses but that is NOT the intent

• Stakeholders noted that the current Pure Mathematics course is not meeting the needs of students in transitioning to post secondary

• Mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus

Meaningful contexts should be used in examples, problems and projects

Develop a conceptual and procedural understanding of mathematics

Pre-Calculus

Links between concepts should be made explicit whenever possible (e.g. outcomes should not be viewed as discrete)

Projects should be used to solidify learning

Support for teachers in moving from current pedagogy will be essential for this course

Workplace & Apprenticeship

• Intended for students who may want to pursue post secondary studies in Trades, Certified Occupations or direct entry into the workplace

•Not a “replacement” for Essentials of Mathematics

•Mathematical understandings and critical-thinking skills identified in Level 1,2, 3 and 4 Trades, Certified Occupations & Workplace applications

•Problems and projects must be authentic, context-based and have experiences directly related to trades, certified occupations and the workforce