A New Structure In Mathematics
Mathematics in the New Zealand Curriculum reflects a fresh look at the aims of
teaching and learning in this essential learning area. To make the aims clear,
the structure of the mathematics curriculum is described as having a series of
'strands' that are woven together.
THE STRANDS
One of these strands is named 'mathematical
processes'.
The other strands are the more familiar mathematical 'knowledge and skills'.
During a mathematics lesson, students use mathematical processes when they use
any of the other five strands: number, measurement, geometry, algebra and statistics.
For example, to find out the least amount of carpet needed for a house, students
will be reasoning, measuring, using geometry, calculating, and communicating their
order for the amount of carpet needed.
HOW DIFFERENT IS IT?
The mathematical processes, and particularly 'problem solving', may seem new to
many parents.
PROBLEM SOLVING
Problem
solving is the thinking process which goes on when children are deciding how to
work their way through a task.
Children are 'problem solving' when they seek out the right kind of information
(or data), and when they decide for themselves what knowledge and skills they
will need to apply to find an answer.
Once children have defined their problem (for example, to find out the amount
of grass seed needed to cover a playing field), they have to collect data and
work out the mathematical methods they will use (for example, measurement and
number.)
In other words, they have to think about it, they have to work it out and they
have to check and see if they are right.
TELLING OTHERS
Children
then have to communicate their answers to others. This can be done through writing
answers down, explaining to the class, or drawing a graph or diagram.
NEW TEACHING EMPHASIS
When
teaching these traditional areas of mathematics, teachers are to use a problem-solving
approach and examples which have meaning for the learner. The new curriculum also
strengthens the development of number knowledge and skills, particularly in the
early years.
CALCULATORS
Calculators
can help children to discover how numbers work. Using them, children can learn
to understand the mathematical ideas rather than just the mechanical routines.
Computers can also help in understanding concepts and presenting ideas.
Even though children are encouraged to use calculators, the new curriculum still
insists that children learn basic addition, subtraction, multiplication and division.
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