GSSD Math

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GSSD Math

  1. 1. Mathematics Curriculum Renewal 2007 Planning for outcome-based curriculum Adapted from Saskatchewan Learning
  2. 2. From objectives to outcomes <ul><li>Objectives: Describe more what the teacher will do. </li></ul><ul><li>Outcomes: Describe what students will know, understand, and be able to do. </li></ul>
  3. 3. From activities to indicators <ul><li>Activities: Activities are learning opportunities and experiences including teaching strategies and resources. </li></ul><ul><li>Indicators: Indicators are statements of what students should be able to do to demonstrate an understanding of the outcome. </li></ul>
  4. 4. <ul><li>Communication (C) </li></ul><ul><li>Connections (CN) </li></ul><ul><li>Mental Mathematics and Estimation (ME) </li></ul><ul><li>Problem Solving (PS) </li></ul><ul><li>Reasoning (R) </li></ul><ul><li>The appropriate use technology (T) </li></ul><ul><li>Visualization (V) </li></ul>Implications for Mathematics The indicators must reflect the mathematical processes:
  5. 5. <ul><li>There will no longer be a separate strand for problem solving. </li></ul><ul><li>Problem solving will be embedded through the outcomes. </li></ul><ul><li>It is expected that the outcomes will be attained through an inquiry approach which means teaching mathematics through problem solving. </li></ul>Implications for Saskatchewan
  6. 6. Planning for Outcome-Based Curriculum What is the student going to know, understand, and be able to do?

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