Grade 11 Mathematics 20-1 Pre-Calculus 20-2 Foundations 20-3 Workplace & Apprenticeship

1. Grade 11 Mathematics20-1 Pre-Calculus20-2 Foundations20-3 Workplace & Apprenticeship Yellowknife May 10-12, 2011 Adrian Richards Coordinator Mathematics Dept. ECE

2. Welcome to Math!

3. 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

4. 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

5. 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

6. FNMIFirst Nations, Métis and Inuit Perspectives • Recognition and understanding of the FNMI peoples from across the WNCP jurisdictions

7. 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

8. Mathematics • 20-1 • Pre-Calculus • Mathematics • 30-1 • Pre-Calculus Course Sequence • Mathematics 10C • Mathematics • 30-2 • Foundations of Mathematics • Mathematics • 20-2 • Foundations Of Mathematics • Grade 9 • Mathematics • 20-3 • Workplace & Apprenticeship • Mathematics • Mathematics • 10-3 • Workplace & Apprenticeship Mathematics • Mathematics • 30-3 • Workplace & Apprenticeship Mathematics

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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