The Mathematics

Curriculum K12

Curriculum
Not just a syllabus or textbook
Includes
Aims
Content
Methods
Assessment procedures

Depends on ones position

Plan
Experience

A linear path through a multi-dimensional domain

What is a curriculum?
A plan of action directing the content and delivery
of a program of mathematics learning for a
specified group of students
This plan consists of an articulated set of
statements that provide:
general goals for the plan
a structure of content domains and cognitive processes
to be developed
a philosophy concerning the general conditions of
learning expected
a listing of general standards and specific outcomes of
learning related to levels of schooling germane to the
population for which the curriculum is intended

The Importance of Mission

A discussion of mathematical education, and of ways
and means of enhancing its value, must be
approached first of all on the basis of a precise and
comprehensive formulation of the valid aims and
purposes of such education. Only on such basis can
we approach intelligently the problems relating to the
selection and organization of material, the methods of
teaching and the point of view which should govern
instruction. (The Reorganization of Mathematics in
Secondary Education, 1923)

Source of Goals
Society/Workforce
Psychology
Mathematics
Education

Discipline

Assessments

Most Curricula do not answer

Who?, What?, Where?, Why?

Situating a curriculum

NCTM and PISA discuss: Personal Life, Workplace,

Cultural and Societal, and Scientific and Technological.
College Board Standards for College Success:
Mathematics and Statistics: College Board presents
these standards [as a guide to] provide all students with
the rigorous education that will prepare them for
success in college, opportunity in the workplace, and
effective participation in civic life.

Recommendation 1
What is the purpose of the curriculum?
Who is it to serve?
What are the intended outcomes in:
Broad brush strokes (overview)
Unit level content and processes (teachers and
materials)
Specific concepts, principles, and skills
(specialist and resource guide level)

Previous Periods of Curricular

Reform

Early 1900s
....
Late 1950slate 60s
Late 1980s90s
Early 2000s

Commissions
New math
Standards
Based on
assessments

Today & Recent Past

NCLB and state curriculum reforms
College Boards Standards for College
Success: Mathematics and Statistics (2009)
NCTM Curriculum Focal Points (Pre-K8)
(2006) & Focus in High School Mathematics:
Reasoning and Sense Making (912) (2009)
NGA & CCSSO release draft of College- and
Career-Readiness Standards (2009), the first
stage of the Common Core State Standards
Initiative -- a move toward a curriculum
http://www.corestandards.org/

Structuring a curriculum
How are the levels laid out?
How is the content divided?
How are the processes described and
interwoven?
How is knowledge itself related to intended
learning (and to envisioned pedagogy)?
Problems:

Connection
Linearity
Differentiation
Choice

Providing Structure

Cognitiv
e
Process
es

Content
Domains

Content Domains

Number & operations

Algebra & functions
Geometry & transformations
Measurement
Data analysis
Chance

Be careful to:
Avoid straying too far from a concise list
because that rapidly leads to a lack of focus
Make sure there are ample areas to connect!

E.g., algebra is algebra?

Margaret Kendal and Kaye Stacey in The Future of the
Teaching and Learning of Algebra: The 12th ICMI
Study (Stacey et al., 2004): Dont take your countrys
curriculum and approach to teaching algebra for
granted and dont assume all other educational
jurisdictions operate in a similar waythey
conspicuously do not.
Striking differences in

Who takes algebra

Whether integrated or layered across years
Emphasis put on generality and pattern
Attention to symbolism, formalism, and abstraction
Whether approached through functions and multiple representations
Role played by technology

Interconnected Content
Domains & Cognitive Processes
Relationships
Content
Domains
Concepts

Procedure

Facts

Recommendation 2
Keep the lists of content and processes
focused and concise
Do not stray greatly from current models
without strong justificationit just makes
work for teachers and costs moneylittle real
change
Make sure statements of goals, standards, and
outcomes have clarity and reflect a range of
cognitive processes

A Philosophy Of Pedagogy
Reasoning and Sense Making
Teaching should value and emphasize reflective reasoning
(sense making) on the part of the student in order to promote
construction of new mathematical concepts based on previously
learned concepts and new ideas.
Teaching should help students see the need for justifying their
work and help students to develop justification strategies.
Problem Solving and Mathematical Modeling
Teaching should engage students in solving open-ended
problems, in groups and individually, to illustrate the need for
mathematics and demonstrate the connectedness of
mathematical ideas.
Teaching with a problem-solving approach should encourage
students to investigate mathematical models as a vehicle for
analyzing problems, making sense of related content and
structures, and finding problem solutions.

A Philosophy Of Pedagogy (cont.)

Multiple Perspectives
Teaching should develop students capabilities to look at
mathematical situations and outcomes from multiple
perspectives, compare and critique methods, and reflect on the
value of each.
Teaching mathematics should encourage students to employ
appropriate tools and techniques such as computing, graphing,
and other analytical methods.
Mathematical Autonomy
Teaching mathematics should support student development
and ownership of mathematical ideas.
Teaching mathematics should strengthen students capability to
illustrate and communicate their mathematical ideas, imbuing
each student with the belief that they have the foundations and
related capabilities required to succeed in mathematics.

Pedagogical Framework
While the instructional implementation is a
partially separate matter, a broad statement of
the boundaries and shape of the program
should be included.
What you learn reflects how you learned it.
Such a framework also reflects the
approaches and conditions for achieving
depth of understanding.

Coherence
Above alla curriculum must have coherence.
Where coherence can be measured as the ratio of
the number of outcomes that link to other outcomes
when compared to the total number of potential
outcome pairs.
In addition, coherence relates to the overall
consistency of expected depth of understanding and
cognitive level consistency.

Recommendation 3: ATTEND to
the Challenges
Attend to the related teaching models
Understand difficulty of making real change
Strive for balance: content and processes
Get buy-in of schools, teachers, parents
Be responsive to challenges of diversity ALL CAN
DO IT and IT IS FOR ALL!
Give it time to grow and prosper
Provide for systematic revision