| Content |
number and number systems:- written and oral numbers
- zero
- rational and irrational numbers
- pi
- prime numbers
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History of Mathematics 11 |
No CCG |
| Keyword: number and number systems |
Elaboration: Egyptian, Babylonian, Roman, Greek, Arabic, Mayan, Indian, Chinese, First Peoplesexploring the idea of different bases, different forms of arithmeticinfinityproblems from the Rhind Mathematical PapyrusEratosthenes |
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| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts |
History of Mathematics 11 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: by:collaborating with Elders and knowledge keepers among local First Peoplesexploring the First Peoples Principles of Learning (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princi…; e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)making explicit connections with learning mathematicsexploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| Keyword: knowledge |
Elaboration: local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| Keyword: practices |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)Aboriginal Education Resources (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
|
| Curricular Competency |
Use mistakes as opportunities to advance learning |
History of Mathematics 11 |
Connecting and reflecting |
| Keyword: mistakes |
Elaboration: range from calculation errors to misconceptions |
| Keyword: opportunities to advance learning |
Elaboration: by:analyzing errors to discover misunderstandingsmaking adjustments in further attemptsidentifying not only mistakes but also parts of a solution that are correct |
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| Curricular Competency |
Reflect on the consequences of mathematics culturally, socially, and politically |
History of Mathematics 11 |
Connecting and reflecting |
|
| Curricular Competency |
Connect mathematical concepts with each other, with other areas, and with personal interests |
History of Mathematics 11 |
Connecting and reflecting |
| Keyword: Connect mathematical concepts |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
|
| Curricular Competency |
Reflect on mathematical thinking |
History of Mathematics 11 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: share the mathematical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
|
| Curricular Competency |
Take risks when offering ideas in classroom discourse |
History of Mathematics 11 |
Communicating and representing |
| Keyword: discourse |
Elaboration: is valuable for deepening understanding of conceptscan help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to discussions in the classroom |
History of Mathematics 11 |
Communicating and representing |
| Keyword: discussions |
Elaboration: partner talks, small-group discussions, teacher-student conferences |
|
| Curricular Competency |
Use historical symbolic representations to explore mathematics |
History of Mathematics 11 |
Communicating and representing |
|
| Curricular Competency |
Explain and justify mathematical ideas and decisions in many ways |
History of Mathematics 11 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: use mathematical argument to convinceincludes anticipating consequences |
| Keyword: decisions |
Elaboration: Have students explore which of two scenarios they would choose and then defend their choice. |
| Keyword: many ways |
Elaboration: including oral, written, visual, use of technologycommunicating effectively according to what is being communicated and to whom |
|
| Curricular Competency |
Engage in problem-solving experiences connected with place, story and cultural practices, including local First Peoples |
History of Mathematics 11 |
Understanding and solving |
| Keyword: connected |
Elaboration: through daily activities, local and traditional practices, popular media and news events, cross-curricular integrationby posing and solving problems or asking questions about place, stories, and cultural practices |
|
| Curricular Competency |
Solve problems with persistence and a positive disposition |
History of Mathematics 11 |
Understanding and solving |
| Keyword: persistence and a positive disposition |
Elaboration: not giving up when facing a challenge and persevering through struggles (e.g., struggles of mathematicians and how their persistence led to mathematical discoveries)problem solving with vigour and determination |
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| Curricular Competency |
Apply flexible and strategic approaches to solve problems |
History of Mathematics 11 |
Understanding and solving |
| Keyword: flexible and strategic approaches |
Elaboration: deciding which mathematical tools to use to solve a problemchoosing an effective strategy to solve problems (e.g., guess and check, model, solve a simpler problem, use a chart, use diagrams, role-play, historical representations) |
| Keyword: solve problems |
Elaboration: interpret a situation to identify a problemapply mathematics to solve the problemanalyze and evaluate the solution in terms of the initial contextrepeat this cycle until a solution makes sense |
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| Curricular Competency |
Visualize to explore and illustrate mathematical concepts and relationships |
History of Mathematics 11 |
Understanding and solving |
| Keyword: Visualize |
Elaboration: create and use mental images to support understandingVisualization can be supported using dynamic materials (e.g., graphical relationships and simulations), concrete materials, drawings, and diagrams. |
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| Curricular Competency |
Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving |
History of Mathematics 11 |
Understanding and solving |
| Keyword: inquiry |
Elaboration: includes structured, guided, and open inquirynoticing and wonderingdetermining what is needed to make sense of and solve problems |
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