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Learning Progressions and the Australian Curriculum Mathematics: The Case of Statistics and Probability
- Source :
-
Australian Journal of Education . Nov 2021 65(3):329-342. - Publication Year :
- 2021
-
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.
Details
- Language :
- English
- ISSN :
- 0004-9441
- Volume :
- 65
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Australian Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1320561
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1177/00049441211036521