National Curriculum Development and Initial Reflections on the Mathematics Framing Paper

By Anderson, Judy | Australian Mathematics Teacher, Spring 2009 | Go to article overview

National Curriculum Development and Initial Reflections on the Mathematics Framing Paper


Anderson, Judy, Australian Mathematics Teacher


The National Mathematics Curriculum Framing Paper has been released for consultation until 28 February 2009 (see www.ncb.org.au). Professional associations, teachers, teacher educators and others are taking this opportunity to organise meetings and forums to consider the views presented in the paper and to provide critical feedback and commentary on the proposed broad directions. The University of Sydney held a National Curriculum Symposium in December to bring together teachers, school system personnel, academics and representatives from the National Curriculum Board to have a "robust and broad ranging discussion" about the four framing papers released by the NCB: English, Mathematics, History and the Sciences.

The program for the symposium began with a presentation by Professor Kerry Kennedy about his reflections on national curriculum in Australia over the last 30 years. This was followed by brief presentations by each of the authors of the framing papers. Discussion groups for each of the disciplines considered key questions about the papers with feedback from each group. Finally Rob Randall, the acting Director of the NCB commented on the challenges identified by the discussion groups. In this paper, I summarise the comments and discussion about curriculum development in general and the National Mathematics Curriculum Framing Paper in particular. I hope the comments provide a catalyst for discussions at your school or workplace.

Professor Kerry Kennedy (Hong Kong Institute of Education), a Fellow of the Australian College of Education and a life member of the Australian Curriculum Studies Association, set the scene for the discussions by presenting his reflections on federal government responses and commitments to national curricula. With reference to Susan Ryan, John Dawkins and Julia Gillard, he noted concerns about educational standards and the nation's economic needs with the suggestion that a nation's curriculum is a reflection of its values and vision, which should not be concerned with deficits but needs to be visionary. The importance of community commitment and consultation was emphasised so that the curriculum is less contested and supported--an approach adopted in Hong Kong with recent curriculum reforms involving several years of consultation. Kennedy's critical commentary noted that a national curriculum is not a panacea for the nation's problems; rather, it must be a collective enterprise concerned about social justice, equity and culture.

To provide a context for what follows, the summary points from the National Mathematics Curriculum Framing Paper are presented below (National Curriculum Board, 2008, p. 1, paragraph 15).

In summary, this framing paper argues that:

* mathematics is important for all citizens

* some students are currently excluded from effective mathematics study, and the curriculum and school structure should seek to overcome this

* a futures orientation should be evident in both the emphasis on thinking and creativity, and in the embedding of appropriate use of digital technological tools

* numeracy should be both embedded and specifically identified within the mathematics curriculum

* all aspects of the curriculum should be clearly and succinctly described

* more important topics should be emphasised, with a goal of reducing the extent to which teachers feel the need to rush from topic to topic

* advanced students can be extended appropriately using challenging problems within current topics.

In his brief comments about the Mathematics Framing Paper, Professor Peter Sullivan (Monash University and leader of the Advisory Group for the paper) mentioned many of the summary points made above. He noted the proposed structure of the curriculum, describing the three content strands (Number and Algebra, Measurement and Geometry, Statistics and Probability) and associated topics as "nouns" and the proficiency strands of Understanding, Fluency, Problem solving and Reasoning as "verbs. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

National Curriculum Development and Initial Reflections on the Mathematics Framing Paper
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.