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Introduction To The ESF Mathematics Scope and Sequence2
Introduction To The ESF Mathematics Scope and Sequence2
The information in this scope and sequence document was developed from the IB Mathematics Scope and sequence (February 2009) ESF Mathematics scope and sequence (2010) UK National Curriculum and ACARA (Australian Curriculum Assessment and Reporting Authority) and should be read in conjunction with the mathematics subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).
They use patterns and relationships to analyse the problem situations upon which they are working. They make and evaluate their own and each others ideas. They use models, facts, properties and relationships to explain their thinking. They justify their answers and the processes by which they arrive at solutions. In this way, students validate the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories and results, both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all benefit from this interactive process.
development, with each phase building upon and complementing the previous phase. The continuums make explicit the conceptual understandings that need to be developed at each phase. Evidence of these understandings is described in the learning outcomes associated with each phase and these learning outcomes relate specifically to mathematical concepts, knowledge and skills.