Contributed by:

VISION AND PHILOSOPHY:

1. Mathematics is a critical part of life and for the country’s economy.

2. Mathematics and numeracy experiences must be engaging, exciting, and accessible, as well as challenging.

3. To develop mathematical proficiencies, positive dispositions, and the four purposes of the curriculum.

1. Mathematics is a critical part of life and for the country’s economy.

2. Mathematics and numeracy experiences must be engaging, exciting, and accessible, as well as challenging.

3. To develop mathematical proficiencies, positive dispositions, and the four purposes of the curriculum.

1.

2.
Vision and philosophy

• Mathematics is a critical part of life and for the country’s

economy.

• Mathematics and numeracy experiences must be engaging,

exciting and accessible, as well as challenging.

• To develop mathematical proficiencies, positive dispositions

and the four purposes of the curriculum.

• Mathematics is a critical part of life and for the country’s

economy.

• Mathematics and numeracy experiences must be engaging,

exciting and accessible, as well as challenging.

• To develop mathematical proficiencies, positive dispositions

and the four purposes of the curriculum.

3.
The rationale for change

• Research about mathematics performance:

– Estyn

– international

– PISA.

• Too much reliance on procedural fluency (technique/tricks).

• Not enough conceptual understanding.

• Research about mathematics performance:

– Estyn

– international

– PISA.

• Too much reliance on procedural fluency (technique/tricks).

• Not enough conceptual understanding.

4.
How is it different?

• Organised around five mathematical proficiencies.

• Gives learners opportunities to use manipulatives and represent

concepts in a variety of ways.

• Use verbs such as ‘explore’ and ‘derive’ to ensure balance

between ‘breadth’ and ‘depth’.

• Organised around five mathematical proficiencies.

• Gives learners opportunities to use manipulatives and represent

concepts in a variety of ways.

• Use verbs such as ‘explore’ and ‘derive’ to ensure balance

between ‘breadth’ and ‘depth’.

5.
How is it different?

Mathematical proficiencies

These inter-dependent proficiencies used in developing the

descriptions of learning are central to progression at each stage of

mathematics learning. Numeracy involves applying and connecting

these proficiencies in a range of real-life contexts. The five

mathematical proficiencies are:

•conceptual understanding

•communication with symbols

•logical reasoning

•strategic competence.

Mathematical proficiencies

These inter-dependent proficiencies used in developing the

descriptions of learning are central to progression at each stage of

mathematics learning. Numeracy involves applying and connecting

these proficiencies in a range of real-life contexts. The five

mathematical proficiencies are:

•conceptual understanding

•communication with symbols

•logical reasoning

•strategic competence.

6.
How is it different?

A change in emphasis from ‘What’ to ‘What and How’ will influence

pedagogy and result in teaching for conceptual understanding, as

shown below.

Current curriculum (Product) New curriculum (Process)

Year 5 Progression step 3

•Calculate fractional quantities, •I have demonstrated my understanding

e.g. ⅛ of 24 = 3, that a fraction can be used as an

so ⅝ of 24 = 15. operator, or to represent division.

•I understand the inverse relation

between the denominator of a fraction

and its value.

A change in emphasis from ‘What’ to ‘What and How’ will influence

pedagogy and result in teaching for conceptual understanding, as

shown below.

Current curriculum (Product) New curriculum (Process)

Year 5 Progression step 3

•Calculate fractional quantities, •I have demonstrated my understanding

e.g. ⅛ of 24 = 3, that a fraction can be used as an

so ⅝ of 24 = 15. operator, or to represent division.

•I understand the inverse relation

between the denominator of a fraction

and its value.

7.
What Matters in

Mathematics and Numeracy

• The number system is used to represent and compare

relationships between numbers and quantities.

• Algebra uses symbol systems to express the structures of

relationships between numbers, quantities and relations.

• Geometry focuses on relationships involving properties of shape,

space and position, and measurement focuses on quantifying

phenomena in the physical world.

• Statistics represent data, probability models chance, and both

support informed inferences and decisions.

Mathematics and Numeracy

• The number system is used to represent and compare

relationships between numbers and quantities.

• Algebra uses symbol systems to express the structures of

relationships between numbers, quantities and relations.

• Geometry focuses on relationships involving properties of shape,

space and position, and measurement focuses on quantifying

phenomena in the physical world.

• Statistics represent data, probability models chance, and both

support informed inferences and decisions.

8.
How did we get here?

Approach and expertise

Curriculum reform

• Designing a mathematics curriculum – Indonesia, issues around mathematics

curriculum reform.

• Evolution of Singapore’s school mathematics curriculum.

• Mathematics curriculum in Pacific Rim Countries – China, Japan, Korea, and

Singapore.

• Finland curriculum structure and development.

• National Mathematics Advisory Panel, US, 2008.

• Excellence in Mathematics – Scotland (report from the Maths Excellence Group).

• Interdisciplinary Programs Involving Mathematics – India.

Approach and expertise

Curriculum reform

• Designing a mathematics curriculum – Indonesia, issues around mathematics

curriculum reform.

• Evolution of Singapore’s school mathematics curriculum.

• Mathematics curriculum in Pacific Rim Countries – China, Japan, Korea, and

Singapore.

• Finland curriculum structure and development.

• National Mathematics Advisory Panel, US, 2008.

• Excellence in Mathematics – Scotland (report from the Maths Excellence Group).

• Interdisciplinary Programs Involving Mathematics – India.

9.
How did we get here?

Approach and expertise

Curricula and associated pedagogy

• Wales – Foundation Phase, Key Stages 2–4 programmes of study, National Literacy

and Numeracy Framework (LNF), Task and Finish Report (Nov 2015), LNF – A

Strategic Action Plan (2016).

• England – Key Stages 1 and 2, Key Stage 3, Key Stage 4, Formal Written Methods.

• Scotland – Curriculum, Pedagogy, Numeracy Experiences, Numeracy Framework

• Republic of Ireland – Primary Curriculum and Teacher Guidance, Secondary – Project

Maths (programme to bring more problem solving in secondary schools).

• Singapore – Primary, Secondary.

• Finland – Curriculum (P. 158-167), Problem Solving.

• Ontario – Primary , Secondary.

• Quebec – Primary, Secondary (embedded in Maths/Science/Technology subject area).

• Mastery approach being promoted in England – mastery, video1 video2 and maths

hubs.

Approach and expertise

Curricula and associated pedagogy

• Wales – Foundation Phase, Key Stages 2–4 programmes of study, National Literacy

and Numeracy Framework (LNF), Task and Finish Report (Nov 2015), LNF – A

Strategic Action Plan (2016).

• England – Key Stages 1 and 2, Key Stage 3, Key Stage 4, Formal Written Methods.

• Scotland – Curriculum, Pedagogy, Numeracy Experiences, Numeracy Framework

• Republic of Ireland – Primary Curriculum and Teacher Guidance, Secondary – Project

Maths (programme to bring more problem solving in secondary schools).

• Singapore – Primary, Secondary.

• Finland – Curriculum (P. 158-167), Problem Solving.

• Ontario – Primary , Secondary.

• Quebec – Primary, Secondary (embedded in Maths/Science/Technology subject area).

• Mastery approach being promoted in England – mastery, video1 video2 and maths

hubs.

10.
How did we get here?

Approach and expertise

Evidence: Estyn

• Good Practice in mathematics Key Stage 3, 2015

• Good Practice in mathematics Key Stage 4, 2013

• Best practice in mathematics for pupils aged 3 to 7 years, June 2009

• Numeracy in key stages 2 and 3: an interim report, November 2014

• Numeracy in key stages 2 and 3: a baseline study, June 2013

• Numeracy for 14 to 19-year-olds, July 2011

• Improving numeracy in key stage 2 and key stage 3, April 2010

Evidence: Others

• Does Financial Education Impact Financial Behavior, and if So, When?

• Should all students be taught complex mathematics? (OECD Library Publication)

• 10 Questions for Maths Teachers … and how PISA can help answer them. (OECD

publication)

• Achievement of 15-Year-Olds in Wales: PISA 2012 National Report

Approach and expertise

Evidence: Estyn

• Good Practice in mathematics Key Stage 3, 2015

• Good Practice in mathematics Key Stage 4, 2013

• Best practice in mathematics for pupils aged 3 to 7 years, June 2009

• Numeracy in key stages 2 and 3: an interim report, November 2014

• Numeracy in key stages 2 and 3: a baseline study, June 2013

• Numeracy for 14 to 19-year-olds, July 2011

• Improving numeracy in key stage 2 and key stage 3, April 2010

Evidence: Others

• Does Financial Education Impact Financial Behavior, and if So, When?

• Should all students be taught complex mathematics? (OECD Library Publication)

• 10 Questions for Maths Teachers … and how PISA can help answer them. (OECD

publication)

• Achievement of 15-Year-Olds in Wales: PISA 2012 National Report

11.
How did we get here?

Approach and expertise

Expert input and feedback includes the following.

•Qualifications Wales.

•Marie Joubert (NNEM researcher), various.

•Anne Watson, Emeritus Professor, Oxford University, ‘Pedagogical guidance for

mathematics’: Excellent pedagogy and the twelve generic pedagogical principles

from Successful Futures and ‘Digital technology and the new Welsh mathematics

•Professor Matthew Jarvis ‘AoLE Implementation of the ‘Welsh Dimension and

International Perspective’’.

•Tom Cox, ‘Wider Skills and the Areas of Learning and Experience (AoLE): An audit

and analysis with proposals for future work’.

•Learning Partnership.

•Foundation Phase Expert Group.

Progression: CAMAU team

Approach and expertise

Expert input and feedback includes the following.

•Qualifications Wales.

•Marie Joubert (NNEM researcher), various.

•Anne Watson, Emeritus Professor, Oxford University, ‘Pedagogical guidance for

mathematics’: Excellent pedagogy and the twelve generic pedagogical principles

from Successful Futures and ‘Digital technology and the new Welsh mathematics

•Professor Matthew Jarvis ‘AoLE Implementation of the ‘Welsh Dimension and

International Perspective’’.

•Tom Cox, ‘Wider Skills and the Areas of Learning and Experience (AoLE): An audit

and analysis with proposals for future work’.

•Learning Partnership.

•Foundation Phase Expert Group.

Progression: CAMAU team

12.
Considerations for schools

• How will your leaders, practitioners and networks be able to

prepare for the next phase of co-construction and provide

meaningful feedback?

• What, if any, are the resourcing implications (national and local)?

• How could you approach whole-school and/or inter-departmental

approaches to both:

– knowing about the new curriculum?

– understanding how to do the new curriculum?

• How will your leaders, practitioners and networks be able to

prepare for the next phase of co-construction and provide

meaningful feedback?

• What, if any, are the resourcing implications (national and local)?

• How could you approach whole-school and/or inter-departmental

approaches to both:

– knowing about the new curriculum?

– understanding how to do the new curriculum?