(1) Please write about two things that were new to you
or surprised you from the curriculum orientation guide and/or glossary of new
terms, and
I was gladdened to see “constructivism” in the glossary
which is the connection between learning through experiential, inquiry-based,
project-based and other forms of active learning because I value project-based
learning as a fun and effective way of teaching STEM. This aligns with what we’ve
been learning about the value of embodied learning as an effective tool for
learning.
“Habits of mind” is an interesting term that I was not
previously familiar with. Reading it got me thinking about how to teach different
habits that help with problem solving and encourage an open mind towards
thinking critically in new ways. Some habits of mind that I have already been
encouraging in my own math teaching include assigning a letter (variable) to
unknown numbers and the divide and conquer approach to problems which involves
breaking large problems into smaller, more manageable problems.
(2) Create your own
schematic chart of possible pathways in the courses of the BC Math curriculum
from Grade 8 - 12.
Grade 8:
Quantities, averages, estimates
Ratios, and percent
Financial literacy and best buys
Independent and dependent variables
Linear relationships
Substitution
Fractions
Theoretical probability
Experimental probability
Grade 9:
Rational numbers
Squares, square roots, cubes, cube roots
Pythagorean Theorem
Surface area, volume, nets
Exponents
Polynomials
Two variable graphing
Spatial proportional reasoning
Statistics in society, central tendancy
Financial literacy, budgets, transactions
Grade 10:
Financial Literacy, gross pay, net pay
Arithmetic sequences
Prime factorization
Polynomial factoring
Functions, data and graphs
Linear function equations
Systems of linear equations
Trigonometric Ratios
Metric conversions
Grade 11:
Rational Functions
Forms of reasoning
Angle relationships
Modeling to scale
Graphing inequalities, quadratics
Graphing systems of equations
Optimization
Applying statistics
Financial literacy, interest, investments, loans, decisions
Grade 12:
Rates of change
Geometric sequences and series
Constructions, conics, fractals
Graphing polynomials, logarithms, exponents and sinusoids
Transformations
Logarithmic operations
Regression analysis
Combinatorics
Probability and expected value
Financial planning
Very interesting discussion of constructivism, project work and mathematical habits of mind, Ben!
ReplyDeleteFor the flow chart, I had intended that you would show the pathways from one course to the next that students can take (eg courses like Math 8, Foundations 10, etc.), but I think I was less than clear as several people have interpreted this in other ways! Good work in dividing the course content into 9 units (something we have to do as teachers!) -- but which upper level courses did you do this for? Remember that there are many options at the Grade 10/11/12 levels, each with a different curriuclum!