An Analysis of the "Front Matter" in Newfoundland and Labrador's Mathematics Curriculum Guides

 

In class, we were asked to familiarize ourselves with the "front matter" of the Newfoundland and Labrador Mathematics Curriculum. I chose to focus my attention on the grade two Mathematics curriculum guide, for I have a particular interest in this grade level. This particular curriculum guide can be found here.

There were a number of things that I came across in this section of the curriculum guide that interested me, surprised me and caught my attention.

First, I learned that The WNCP Common Curriculum Frameworks for Mathematics helped in the development of this curriculum guide. I also learned that this curriculum guide's main intent is to provide teachers with an overview of the outcomes, strategies and assessment tasks that they are responsible for covering in grade two.

I really liked that this curriculum document contains a section entitled, "Belief About Students and Mathematics Learning," for it provides educators with insight concerning how Mathematics should be taught in order to engage ALL students, despite the individual learning styles and intelligences they may possess. In this section, it states that "through the use of manipulatives and a variety of pedagogical approaches, teachers can address the diverse learning styles, cultural backgrounds and developmental stages of students, and enhance within them the formation of sound, transferable mathematical understandings." I believe this is important to be aware of as future teachers of mathematics.

 

Another thing that I appreciated about this curriculum guide is that it contains a section in which the Mathematical goals for students are clearly stated, as well as their expected results. This section is important to me because I believe that it is necessary that we, as future teachers have a clear understanding of what is expected of our students.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society.

Students who have met these goals will:

• gain understanding and appreciation of the contributions of mathematics as a science, philosophy and art

• exhibit a positive attitude toward mathematics

• engage and persevere in mathematical tasks and projects

• contribute to mathematical discussions

• take risks in performing mathematical tasks

• exhibit curiosity.

The Mathematical processes are also effectively presented in this curriculum document and they are as follows: Communication, Connections, Mental Mathematics and Estimation, Problem Solving, Reasoning, Technology and Visualization. It is here that we can see the influence of the NCTM for these six mathematical processes mirror the six principles highlighted as important by the NCTM.

 

 

This curriculum guide also offers educators insight concerning the components that define the nature of Mathematics. An overview of the following components is provided in the document: Change, Constancy, Number Sense, Patterns, Relationships, Spatial Sense and Uncertainty.

The next section of the curriculum guide that stood out to me as important is the section on the Mathematical strands. There are four common strands for Kindergarten to Grade nine and these strands are Number, Pattern and Relations, Shape and Space, and Statistics and Probability. Once again we can see the influence of the NCTM, who also highlights a common set of content standards or strands of mathematics that appear throughout the grades. The NCTM lists, Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability as the five main content strands in Mathematics.

I was a little surprised when I read that Statistics and Probability (Data Analysis) is addressed in grade two Mathematics. For some reason I did not think that students engaged in data analysis until elementary. This curriculum document has provided me with a lot of new insights!

 

 

Outcomes and achievement indicators are also given in this curriculum guide, which is extremely beneficial for teachers.

General Outcomes are overarching statements about what students are expected to learn in each strand/sub-strand. The general outcome for each strand/sub-strand is the same throughout the grades.

Specific Outcomes are statements that identify the specific skills, understanding and knowledge that students are required to attain by the end of a given grade.

Achievement Indicators are samples of how students may demonstrate their achievement of the goals of a specific outcome. The range of samples provided is meant to reflect the scope of the specific outcome.

Lastly, one of my favourite sections found in the "front matter" of this curriculum guide is the section entitled, "Instructional Focus." This section provides educators with tips to consider when planning for instruction, ideas in terms of resources, a timeline to assist in planning, as well as a suggested schedule for instruction that includes time for completing assessment activities, reviewing and evaluating.

Overall, I am very grateful that we have access to these curriculum documents, not only for mathematics, but for all subject areas. The curriculum guides in general are extremely informative resources and I believe that they will assist me in delivering quality instruction in my future classroom.