Table Of Content

$**** UniversityofAlberULibrary 1620 1562 5021 r. t I HHf r r 111 mm »y 1 i "»&.«<«•4 i.^/f -f».i >Ti *rlJ . — ' i • &V I 4t* EB& P^Yjs»**si- CURRGDHT QA fc-w« *#E 14 » C22 A3 A319 1991 Ex LIBRIS UNIVERSITATIS ALBERTENSIS MATHEMATICS 23-33 PROGRAM RATIONALE AND PHILOSOPHY A. To set goals and make informed choices, students also require familiarity with their applications. need an array of thinking and problem-solving Most important, students must be able to solve skills. Fundamental to this is an understanding of problems using the mathematical processes mathematical techniques and processes that will developed, and be confident in their ability to enable them to apply the basic skills necessary to apply known mathematical skills and concepts in address everyday mathematical situations, as well the acquisition of new mathematical knowledge. as acquire higher order skills in logical analysis In addition, the ability of technology to provide and methods for making valid inferences. quick and accurate computation and manipulation, to enhance conceptual understanding and to A knowledge of mathematics is essential for a facilitate higher order thinking, should be well-educated citizenry. However, the need for recognized and used by students. and use of mathematics in the life of the average citizen is changing. Emphasis has shifted from The majority of students who enter senior high the memorization of mathematical formulas school exhibit mainly concrete operational and algorithms toward a more dynamic view of behaviours with regard to mathematics. Students mathematics as a precise language, used to are expected to acquire much abstract reason, interpret and explore. There is still a understanding in senior high school mathematics need for the logical development of concepts and courses. The course content of the Senior High skills as a basis for the appropriate use of School Mathematics Program is cognitively mathematical information to solve problems. The appropriate for the students and should be more traditional problem-solving techniques, presented in a way that is consistent with the combined with techniques such as estimation and students' ability to understand. simulation, and incorporated with modern technology, are the tools with which mathematical The Senior High School Mathematics Program problems are solved. includes the course sequences Mathematics 16-26, 14-24, 23-33, plus Mathematics 31. Change in the way in which mathematics is used Transfer by students among courses of different is necessitating a concurrent change in the sequences is possible. The course sequences emphases of mathematics education. Students commensurate with differing abilities, interests need an expanded list offundamental concepts but and aspirations, are designed to enable students to will also need to understand the ideas that make have success in mathematics. As well, the up those concepts and how they are related. They mathematics program reflects the changing needs Mathematics 23-33 (Senior High) /l (Revised 1991) UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA of society, and provides students with the mathematical concepts, skills and attitudes necessary to cope with the challenges of the future. The Mathematics 23-33 sequence is the mainstream mathematics program designed for students who require mathematics to prepare them for many post-secondary programs at universities, colleges, trades and employment. This sequence emphasizes an inductive development of topics in algebra, geometry, trigonometry, statistics and consumer mathematics. Mathematics 23-33 satisfies the requirements for the Alberta High School Diploma. 2/ Mathematics 23-33 (Senior High) (Revised 1991) GENERAL LEARNER EXPECTATIONS B. Students are expected to be mathematically the content can be learned in a problem-solving literate at the conclusion of their senior high context that engages any of a number of vehicles school mathematics education. Mathematical as the learning focus. At the same time, the literacy refers to students' ability and inclination students involved in the learning situation are to manage the demands of their world through the affected in what and how they learn by forces that use of mathematical concepts and procedures to have impact on them. communicate, reason and solve problems. More specifically, students will be expectedto: The Content of the Senior High School Mathematics Program is the body of knowledge • have achieved understanding of the basic that is to be acquired by students. In the various mathematical concepts, and developed the senior high school mathematics courses, it is skills and attitudes needed to become made up oftopics that can be categorized into one responsible and contributing members of or more ofthe listed strands. society • apply basic mathematical skills and concepts In each course in the Senior High School in practical situations Mathematics Program, students will focus on • have developed the skills, concepts and problem solving. The Problem-solving Context attitudes that will ensure success in the refers to the instruction emphases within which mathematical situations that occur in future the specific content expectations can be acquired. educational endeavours, employment and The various entries indicated in the model suggest everyday life processes that belong to the problem-solving • have developed the skills, concepts and context and may be used by students as vehicles attitudes that will enable the acquisition of for learning the content. mathematical knowledge beyond the conclusion ofsecondary education The Impacts on the problem-solving context are • have developed critical and creative thinking those skills, attitudes and experiences that are possessed by the students and teachers involved, skills • be able to communicate mathematical ideas as well as the resources they may use throughout the learning process. They include the influence effectively • understand how mathematics can be used to exerted by the culture and beliefs of the community as reflected by the school. The investigate, interpret and make decisions in effectiveness of the context in enabling a student human affairs • understand how mathematics can be used in to acquire the content is dependent on the skillful management by the teacher of those items that the analysis ofnatural phenomena have an impact on a student's learning. • understand the connections and interplay among various mathematical concepts and between mathematics and otherdisciplines • understand and appreciate the positive contributions of mathematics, as a science and as an art, to civilization and culture. A General Model for Mathematical Literacy for Senior High School Programs, which outlines the factors that affect what and how students learn as they become mathematically literate, is presented on the following page. The model is fluid in that Mathematics 23-33 (Senior High) /3 (Revised 1991) A General Model for Mathematical Literacy for Senior High School Programs IMPACTS COMMUNITY STUDENT TEACHER ^E CRITICAL p R THINKING R E - QUANTITATIVE I S N O FACILITY p T u R R C O M E B A S c L T L E o H I M N E T M T * E A R E S T A X o C I T L C Y N R V A E - N S L O I LANGUAGEIN - N MATHEMATICS P U R R G C I APPLICATIONS N E CREATWE T S LANGUAGEOF THINKING MATHEMATICS TECHNOLOGICAL HISTORY OF PROCESS MATHEMATICS TECHNOLOGY PEDAGOGY 4/ Mathematics 23-33 (Senior High) (Revised 1991)