78_ACTA_Maths_response.doc - AUSTRALIAN COUNCIL OF TESOL...

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AUSTRALIAN COUNCIL OF TESOL AUSTRALIAN COUNCIL OF TESOL ASSOCIATIONS response to NATIONAL CURRICULUM BOARD ENGLISH FRAMING PAPER Introduction Para 15: While Australia actively promotes and supports international students and migration, The statement that “mathematics is important for all citizens” is not inclusive of the broader range of the student cohort who are not citizens, including temporary international students, but for whom mathematics, and successful completion of mathematics study in Australia, is also important. It would be preferable to state “mathematics is important for all people” It also needs to be understood and noted that not all students enter into Australian schools at age 5 not all will have had an uninterrupted progression through schooling - some students entering into Australian schools have had minimal or very disrupted educational background some students have learnt maths through a language other than English and with maths processes different than those practiced in Australia. Aims para 18: The goal privileges citizens. It would be preferable to replace “to be active thinking citizens” with “to be active thinking participants in society”. Maths response ACTA page 10
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para 20: In addition to the elements noted in this paragraph, support for the professional learning of teachers and support staff is critical. This needs to explicitly include professional learning related to how language is used in mathematics. Control of the language of mathematics is core to the teaching and learning of mathematics. Terms used in this paper Paras 24-28: There are significant language implications in the content and proficiency strands. Acknowledgment of these language implications, and their assessment, is required in order that they are addressed in the curriculum and are attended to in professional learning for teachers, eg : content: Number and algebra ( naming pattern and structure ) Measurement and geometry (providing definitions, properties, justification) Statistics and probability (using language to construct, summarise, represent, interpret and analyse data) proficiency: Understanding (conceptual) ( naming connections between related concepts, explaining ‘why’ and ‘how’ of mathematics) Fluency (procedural) ( naming procedural steps, recalling factual knowledge and concepts) Problem Solving (strategic competence) (explaining - choices, interpretation, problem solving; reporting solutions) Reasoning strands (adaptive reasoning/logical thought) (using language for analysing, proving, evaluating, explaining, inferring, justifying, and generalising) numeracy: Communicate mathematically about everyday and vocational needs involving maths (communicating numbers, measures, directions, cost, budgeting; describing properties of shapes, landscapes; using language for problem solving about household needs) Communicate mathematically as a professional (analyse technical data, justify solutions, represent solutions mathematically) Maths response ACTA page 10
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