Learning Progressions and the Australian Curriculum Mathematics: The Case of Statistics and Probability

Autor/inn/en	Callingham, Rosemary; Watson, Jane; Oates, Greg
Titel	Learning Progressions and the Australian Curriculum Mathematics: The Case of Statistics and Probability
Quelle	In: Australian Journal of Education, 65 (2021) 3, S.329-342 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callingham, Rosemary) ORCID (Oates, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441211036521
Schlagwörter	Mathematics Instruction; Teaching Methods; National Curriculum; Statistics; Probability; Foreign Countries; Mathematics Curriculum; Thinking Skills; Problem Solving; Cognitive Processes; Curriculum Development; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Ausland; Denkfähigkeit; Problemlösen; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
Abstract	Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as 'proficiencies' that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies -- reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01