Purpose of this Information Bulletin

Effective implementation of a new course of study requires administrative commitment and support. This document is designed to provide information and assistance to administrators who must play an active role in curriculum implementation.

This Bulletin has been designed to enable administrators to support teachers in implementing a quality mathematics program. In particular, this document:

• sets mathematics into the context of Core Curriculum;
• outlines the aim and goals of the new curriculum;
• provides a program overview of secondary mathematics; and,
• describes considerations for implementation such as time, resources, and the suggested role administrators can play to support the implementation.

Background

Core Curriculum Plans for Implementation (Saskatchewan Education, 1987) laid the foundation for changes in response to the emerging needs of the K-12 system as stated in Directions (1984). Charting the Course: A Guide for Revising the Mathematics Program in the Province of Saskatchewan (Saskatchewan Education, 1990) addressed the general goals of mathematics education and some of the key issues that must be considered in renewing the mathematics program. As well, Charting the Course recommended changes that needed to be made to the structure of the secondary program in Saskatchewan. Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) addressed the change in emphasis in content of secondary mathematics.

The Common Curriculum Framework for K-12 Mathematics (10-12 under development)

(Western Canadian Protocol for Collaboration in Basic Education, 1995) presents a new conceptual framework for mathematics.

Rationale for Program Change

The Secondary Mathematics Curriculum is centred on the philosophy of real-world problem solving, the active involvement of students, and the use of a variety of appropriate resources. Previously, the focus was on computation in algebra, a single textbook approach, and less active involvement of students. This limited the amount of time teachers devoted to the applications of mathematics and to developing skills and understandings necessary for students' future success. Therefore, the curriculum is designed to promote the following key changes:

• the use of problem solving in every strand of mathematics;
• the use of multiple resources;
• the application of mathematics to the real world through every day experiences;
• the active involvement of students in their learning, including the extensive use of graphic calculators, computers, and other related technology;
• the use of manipulatives to aid in student understanding of mathematical concepts;
• the use of simulations, projects, and experiments as the basis of understanding the role of mathematics in the real world; and,
• the incorporation of the Common Essential Learnings.

Aim and Goals

The main aim of the mathematics program K-12 is to prepare numerate individuals who value mathematics and appreciate its role in society. The intent is that students will be confident and competent with everyday situations that demand the use of mathematical concepts; specifically, this means interpreting quantitative information, estimating, performing calculations mentally, and developing an intuitive knowledge of measurement and spatial relationships. The mathematics program is intended to stimulate the spirit of inquiry by developing a variety of problem solving skills and abilities. Lastly, there is a need to make effective use of technology where it is most appropriate.

The general curriculum goals are intended to provide students with the mathematical preparation essential to:

• function as consumers and workers; that is, to develop the skills and knowledge of concepts necessary to meet the needs of the average worker and consumer;
• function as informed, responsible citizens; that is, to develop the ability to analyze and interpret quantitative information;
• obtain a liberal education; that is, to develop logical thinking skills, effective work habits, and an appreciation of mathematics;
• become capable problem solvers; that is, to develop the desire, confidence, and ability to solve problems;
• communicate mathematically; and,
• pursue further study in mathematics and mathematically related areas, as needed.

Emphasis is placed on how to compute, measure, estimate, and interpret mathematical data, and when to apply these same skills and techniques. Understanding why these processes apply is also stressed. The intent is to develop self-reliant, self-motivated, confident, life-long learners.

With the Common Essential Learnings in mind, more emphasis has been placed on examining the relationships among:

• Mathematics
• Science and Technology
• Society