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Sunday, 06 December 2009 22:30 |
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vinculum
Journal of the Saskatchewan Mathematics Teachers’ Society
VOLUME 2, NUMBER 1 (APRIL 2010)
CURRICULAR EDITION
As detailed in a recent Editorial:
At the present point in time, and with respect to the teaching and learning of mathematics in the province of Saskatchewan, we are in the midst of major change. Saskatchewan’s recent adoption of WNCP (Western and Northern Canadian Protocol for collaboration in education) Mathematics’ Common Curriculum Framework has introduced new mathematics curricula to the province for grades K-9. Further, the province will adopt new mathematics curricula for grades 10, 11, and 12 in 2010, 2011, and 2012, respectively.
More specifically, the implementation dates were/are as follows:
| Curricula |
Implementation date
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| K, 1, 4, 7 |
Fall 2007 |
| 2, 5, 8 |
Fall 2008 |
| 3, 6, 9 |
Fall 2009 |
Workplace and Apprenticeship 10
Foundations of Mathematics 10
Pre-Calculus 10 |
Fall 2010 |
Workplace and Apprenticeship 20
Foundations of Mathematics 20
Pre-Calculus 20 |
Fall 2011 |
Workplace and Apprenticeship 30
Foundations of Mathematics 30
Pre-Calculus 30 |
Fall 2012 |
| Calculus 30 |
January/February 2013 |
With the overwhelming change (detailed above) both ahead of us and upon us, the Journal of the Saskatchewan Mathematics Teachers’ Society, vinculum, is seeking articles for a curricular themed edition. In other words, we are seeking Articles and Conversations that focus on school mathematics curricula. We also welcome submissions that fall outside of the April issue’s theme. Given the wide range of parties interested in the teaching and learning of mathematics, we invite submissions for consideration from any persons interested in the teaching and learning of mathematics, but, as always, we encourage Saskatchewan's teachers of mathematics as our main contributors. Contributions, curricular themed or otherwise, must be submitted to
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
by March 1, 2010 to be considered for inclusion in the April issue. |
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Wednesday, 27 May 2009 13:57 |
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vinculum Journal of the Saskatchewan Mathematics Teachers’ SocietyVOLUME 1, NUMBER 2 (OCTOBER 2009) STUDENT-CENTERED EDITION The following excerpt is from the WNCP’s Common Curriculum Framework (CCF) for K-12 Mathematics (http://www.wncp.ca/english/subjectarea/mathematics/ccf.aspx): BELIEFS ABOUT STUDENTS AND MATHEMATICS LEARNING Students are curious, active learners with individual interests, abilities and needs. They come to classrooms with varying knowledge, life experiences and backgrounds. A key component in successfully developing numeracy is making connections to these backgrounds and experiences. Students learn by attaching meaning to what they do and need to construct their own meaning of mathematics. This meaning is best developed when learners encounter mathematical experiences that proceed from the simple to the complex and from the concrete to the abstract. The use of manipulatives and a variety of pedagogical approaches can address the diversity of learning styles and developmental stages of students, and enhance the formation of sound, transferable, mathematical concepts. At all levels, students benefit from working with a variety of materials, tools and contexts when constructing meaning about new mathematical ideas. Meaningful student discussions can provide essential links among concrete, pictorial and symbolic representations of mathematics. The learning environment should value and respect all students’ experiences and ways of thinking, so that learners are comfortable taking intellectual risks, asking questions and posing conjectures. Students need to explore problem-solving situations in order to develop personal strategies and become mathematically literate. Learners must realize that it is acceptable to solve problems in different ways and that solutions may vary (p. 2). Recognizing Saskatchewan’s new mathematics curricula are based upon a studentcentered approach to learning mathematics, the Journal of the Saskatchewan Mathematics Teachers’ Society, vinculum, is seeking articles for a ‘student-centered’ edition. In other words, and with a very liberal sense of ‘student-centered’, we are seeking Articles and Conversations that focus on mathematics students. We also welcome submissions that fall outside of the October issue’s theme. Given the wide range of parties interested in the teaching and learning of mathematics, we invite submissions for consideration from any persons interested in the teaching and learning of mathematics, but, as always, we encourage Saskatchewan's teachers of mathematics as our main contributors. Contributions, student-centered or otherwise, must be submitted to
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
by September 1, 2009 to be considered for inclusion in the October issue. |
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vinculum
