Measurement and space reads horizontally across Geometric measure, 2D spatial structure, 3D spatial structure, and Non-spatial measure. Number and algebra reads horizontally across Representing whole numbers, Combining and separating quantities, and Forming groups. Image long description: An overview of the syllabus structure for Early Stage 1 and Stage 1 in Mathematics across the 3 areas of Number and algebra, Measurement and space, and Statistics and probability. Figure 1: The organisation of Mathematics K–2 A student's level of competence in Working mathematically can be monitored over time, for example, within Additive Relations by the choice of strategy appropriate to the task, and the use of efficient strategy for the stage of learning the student is working at.įurther information is available in Elaborating on Working mathematically in K–10 (Word, 5 pages, 914.28 kB). The sophistication of Working mathematically processes develops through each stage of learning and can be observed in relation to the increase in complexity of the mathematics outcomes and content. The overarching Working mathematically outcome is assessed in conjunction with the mathematics content outcomes.

The mathematics focus area outcomes and content provide the knowledge and skills for students to 'reason about', and contexts for problem solving. Embedding Working mathematically ensures students are able to fluently understand concepts and make connections to other focus areas. The Working mathematically processes should be embedded within the concepts being taught. The overarching Working mathematically outcome is the same across the K–10 Mathematics syllabus. In doing so, the outcome indicates the breadth of mathematical actions that teachers need to emphasise. The Working mathematically outcome describes the thinking and doing of mathematics.

communicating their thinking and reasoning coherently and clearly.

choosing and applying mathematical techniques to solve problems.exploring and connecting mathematical concepts.To highlight how these processes are interrelated, in Mathematics K–10 there is one overarching Working mathematically outcome.Ī student develops understanding and fluency in mathematics through: Overarching Working mathematically outcome Students need many experiences that require them to relate their knowledge to the vocabulary and conceptual frameworks of mathematics. This assists students to develop ‘ mathematical habits of mind’ (Cuoco et al. When students are Working mathematically it is important to help them to reflect on how they have used their thinking to solve problems. The coordinated development of these processes results in students becoming mathematically proficient. Students learn to work mathematically by using these processes in an interconnected way. The Working mathematically processes present in the Mathematics K–10 syllabus are: Mathematics K–10 outcomes and their related content are organised in: Working mathematically has been embedded in the outcomes, content and examples of the syllabus.

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The syllabus structure illustrates the important role Working mathematically plays across all areas of mathematics and reflects the strengthened connections between concepts.

Kindergarten math online