Over the last three years two of the authors have work to develop a numeracy matrix that has helped South Australian mathematics teacher educators to focus on the key professional development issues of pedagogical beliefs, intended curriculum outcomes and powerful mathematical ideas. Critical to this reconceptualisation of mathematics teaching is the development of pedagogical inquiry questions that support the teachers of mathematics in their planning, implementation and assessment of children's mathematical learning. During this time the Philippine Mathematics Framework for Basic Education has been developed. This paper draws upon a comparison of the 'powerful mathematics ideas' and 'developmental learning outcomes' within an Australian context to those related to the Filipino 'Critical and Analytical Thinking', 'Mathematical Content' and 'Cognitive Values'. The comparison shows the similarities and differences and clearly supports the notion of utilising a numeracy matrix in the implementation of the framework to enhance teacher strategies and students' mathematical learning.
|Number of pages||25|
|Publication status||Published - 2008|