Instructional strategies have been included for each curriculum organizer (or suborganizer) and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. Some links to other subjects are indicated.
The strategies may be teacher directed, student directed, or both. There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear approach to course delivery; it is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and respond to local requirements.
Context Statements
Each set of instructional strategies starts with a context statement followed by several examples of learning activities. The context statement links the prescribed learning outcomes with instruction. It also states why these outcomes are important for the student’s mathematical development.
Instructional Activities
The mathematics curriculum is designed to emphasize the skills needed in the workplace, including those involving the use of probability and statistics, reasoning, communicating, measuring, and problem solving. Additional emphasis is given to strategies and activities that:
Students should be exposed to experiences that encourage them to enjoy and value mathematics, develop mathematical habits of mind, and understand and appreciate the role of mathematics in human affairs. They should be encouraged to explore, take risks, exhibit curiosity, and make and correct errors, so that they gain confidence in their abilities to solve complex problems. The assessment of attitudes is indirect, and based on inferences drawn from students’ behaviour. We can see what students do and hear what they say, and from these observations make inferences and draw conclusions about their attitudes.
For students to view mathematics as relevant and useful, they must see how it can be applied to a wide variety of real-world applications. Mathematics helps students understand and interpret their world and solve problems that occur in their daily lives.
Using manipulatives is a good way to actively involve students in mathematics. Manipulatives encourage students to explore, develop, estimate, test, and apply mathematical ideas in relation to the physical world. Manipulatives range from commercially developed materials to simple collections of materials such as boxes, cans, or cards. They can be used to introduce new concepts or to provide a visual model of a mathematical concept.
The use of technology in our society is increasing. Technological skills are becoming mandatory in the workplace. Instruction and assessment strategies that use a range of technologies such as calculators, computers, CD-ROMs, and videos will help students relate mathematics to their personal lives and prepare them for the future. The use of technology in developing mathematical concepts and as an aid in solving complex problems is encouraged to a greater extent as the student moves from grade to grade.
For students to develop decision-making and problem-solving skills, they need learning experiences that challenge them to recognize problems and actively try to solve them, to develop and use various strategies, and to learn to represent solutions in ways appropriate to their purposes. Problems that occur within the students’ environment can be used as the vehicle or context for students to achieve the learning outcomes in any of the curriculum organizers.
Instructional Focus
The Grade 10 to 12 mathematics courses are arranged into a number of organizers, including the Problem Solving organizer. Decreasing emphasis on rote calculation, drill and practice, and the size of numbers used in paper and pencil calculations allows more time for concept development.
In addition to problem solving, other critical thinking processes—reasoning and making connections—are vital to increasing students’ mathematical power and must be integrated throughout the program. A minimum of half the available time within all organizers should be dedicated to activities related to these processes.
Instruction should provide a balance between estimation and mental mathematics, paper and pencil exercises, and the appropriate use of technology, including calculators and computers. (It is assumed that all students have regular access to appropriate technology such as graphing calculators, or computers with graphing software and standard spreadsheet programs.) Concepts should be introduced using manipulatives, and gradually developed from the concrete to the pictorial to the symbolic.
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2000 Copyright. All Rights Reserved. BC MOE Curriculum
Branch.
Maintained by: Mathematics Coordinator
Revised: November 30, 2000
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