A framework for content sequencing from junior to senior mathematics curriculum

Chinofunga, Musarurwa, Chigeza, Philemon, and Taylor, Subhashni (2022) A framework for content sequencing from junior to senior mathematics curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 18 (4). em2100.

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This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.

Item ID: 73239
Item Type: Article (Research - C1)
ISSN: 1305-8223
Keywords: collaborative planning, mathematics content sequencing, functions and graphs, secondary school mathematics, content break down, concepts
Copyright Information: © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Date Deposited: 30 May 2022 00:59
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 100%
SEO Codes: 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy @ 100%
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