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Learning progressions and the Australian curriculum mathematics: the case of statistics and probability

Citation

Callingham, R and Watson, J and Oates, G, Learning progressions and the Australian curriculum mathematics: the case of statistics and probability, Australian Journal of Education, 65, (3) pp. 329-342. ISSN 0004-9441 (2021) [Refereed Article]

Copyright Statement

Copyright 2021 Australian Council for Educational Research

DOI: 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 (ACM) 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.

Item Details

Item Type:Refereed Article
Keywords:learning progession, statistics and probability, mathematics curriculum
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Creative arts, media and communication curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Watson, J (Professor Jane Watson)
UTAS Author:Oates, G (Associate Professor Greg Oates)
ID Code:145772
Year Published:2021
Deposited By:Education
Deposited On:2021-08-05
Last Modified:2022-11-23
Downloads:0

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