The Australian Curriculum: Mathematics presents the measurement and geometry content strands together in order to emphasise their relationship to each other and highlight their practical relevance. In this chapter, we examine the connectivity between the measurement and geometry sub-strands and the interconnectivity with other content strands in the document. We analyse the terminology and language used throughout this content strand; evaluate the framing and structure of the strand, noting the lack of reference to visual and spatial reasoning; and question whether current assessment practices are congruent with the measurement and geometry strand. One of the most positive aspects of this strand was the potential for teachers to develop rich, conceptually-connected learning opportunities. A major area of concern was the lack of reference to visual and spatial reasoning within the content strand. Seen as a critical and integrated aspect of both sub-strands, the lack of attention afforded to such reasoning processes may impact on the way teachers enact the Curriculum. We suggest a significant and sustained professional development rogram to accompany the implementation of the Curriculum to ensure the connectivity between content strands is made explicit.
|Title of host publication||Engaging the Australian curriculum|
|Subtitle of host publication||Mathematcis - perspectives from the field|
|Editors||Bill Atweh, Merrilyn Goos, Robyn Jorgensen, Dianne Siemon|
|Place of Publication||Australia|
|Number of pages||18|
|Publication status||Published - 2012|