Learning progressions and the Australian curriculum mathematics: The case of statistics and probability. Issue 3 (November 2021)

• Record Type: Journal Article
• Authors: Callingham, Rosemary; Watson, Jane; Oates, Greg
• Other Names: Oates Greg guest-editor.; Seah Rebecca guest-editor.
• Is Part Of: Australian journal of education. Volume 65:Issue 3(2021)
• Page Start: 329
• Page End: 342
• Publication Date: 2021-11
• Subjects: Mathematics curriculum -- curriculum design -- hierarchy -- middle years -- statistics -- probability; Education -- Australia -- Periodicals; Education -- Periodicals; 370.994
• DOI: 10.1177/00049441211036521
• Languages: English
• ISSNs: 0004-9441

Abstract

Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as 'proficiencies' that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.