Working Mathematically Curriculum Scaffold

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FOCUS
The big idea is that:
All students can learn to work like a mathematician.
DIMENSIONS
There are several overlapping dimensions to this idea:
 Mathematicians learning to count.
 Mathematicians learning to reason.
 Mathematicians learning to measure.
 Mathematicians learning to make connections.
 Mathematicians learning about shape and space.
 Mathematicians learning to predict random events.
 Mathematicians learning to communicate with others.
STRUCTURES
To assist in the exploration of these dimensions we arbitrarily use
structures to guide our planning. One successful example of a structure is
Maths With Attitude:
 Number & Computation
 Pattern & Algebra
 Space & Logic
 Chance & Measurement
 Teacher team selection from local best practice
Another structural guide (not necessarily as successful) is a sequence of
text book chapters.
PROBLEMBASED UNITS
Within any planning structure:
 We build units to draw focus to particular aspects of the dimensions.
 Often a unit includes aspects of several dimensions.
 Units bring best teaching practice into coalition with content and context.
 Therefore, to generate purpose and interest within any unit we choose problems to explore, and pedagogy to present them, because interesting problems are the starting point for the work of all mathematicians.
 Doing so begs the question: How do mathematicians go about solving problems? which is what kindles yet another experience of learning to work like a mathematician as described by the one page statement of the Working Mathematically Process.
 The problems chosen to fuel the units are presented through a balance of:
 Whole class investigations ... modelling how a mathematician works
 Tasks ... invitations to work independently as a mathematician
 Tool/skill practice ... to support learner mathematicians to more effectively tackle other problems
The whole thing is not linear  it's a web.


