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    Connecting with the Australian Curriculum: Mathematics to integrate learning through the proficiency strands

    Access Status
    Fulltext not available
    Authors
    Hurst, Chris
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Hurst, Chris. 2011. Connecting with the Australian Curriculum: Mathematics to integrate learning through the proficiency strands, in J. Clark, B. Kissane, J. Mousley, T. Spencer, S. Thornton (ed), Mathematics: Traditions and [New] Practices - 23rd Biennial Conference of the Australian Association of Mathematics Teachers and 34th Annual Conference of the Mathematics Education Research Group of Australasia, Jul 3-7 2011. Alice Springs, NT: AAMT and MERGA.
    Source Title
    Mathematics: Traditions and [New] Practices
    Source Conference
    AAMT-MERGA 2011
    ISBN
    9781875900695
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/34167
    Collection
    • Curtin Research Publications
    Abstract

    A review of the rationale of the draft Australian Curriculum: Mathematics revealed that it has strong links with numeracy, making sense of mathematics, and making connections, both within mathematics itself, and between mathematics and everything else. There is a clear intent for teachers to use a constructivist approach with an emphasis on rich conceptual understanding and by teaching the content strands through the Proficiency strands, as opposed to solely the acquisition of procedural knowledge. This paper provides teachers with strategies for using an investigative approach to develop rich understandings of key number concepts and to enable their students to make connections with and within their mathematical knowledge.

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