Learning progressions and the Australian curriculum mathematics: The case of statistics and probability. Callingham, R., Watson, J., & Oates, G. Australian Journal of Education, 65(3):329–342, November, 2021. ![Learning progressions and the Australian curriculum mathematics: The case of statistics and probability [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.
@article{callingham_learning_2021,
title = {Learning progressions and the {Australian} curriculum mathematics: {The} case of statistics and probability},
volume = {65},
issn = {0004-9441, 2050-5884},
shorttitle = {Learning progressions and the {Australian} curriculum mathematics},
url = {http://journals.sagepub.com/doi/10.1177/00049441211036521},
doi = {10.1177/00049441211036521},
abstract = {Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.},
language = {en},
number = {3},
urldate = {2024-04-07},
journal = {Australian Journal of Education},
author = {Callingham, Rosemary and Watson, Jane and Oates, Greg},
month = nov,
year = {2021},
pages = {329--342},
}
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