Curriculum and Numeracy Framework are two of many ways. The Mathematics Curriculum and the Numeracy Framework, where they do not mirror each other, they more or less compliment one another. The Curriculum for sure is an extremely useful tool for teachers, as it tells teachers what students should know at what level, but it does not explain to the teacher how to teach the things which The Curriculum asks. The Curriculum is a broadened version of what is to be taught in New Zealand classrooms, and is a simple guide to what students should be achieving. The Framework however, is a more in depth expansion of The Curriculum. The Numeracy Framework is designed to be easy to follow, and is broken down into two simple groups, Knowledge, and Strategies. The Framework is also based upon the key idea that teachers should begin to teach from where the child is at, not what level The Curriculum says that a child of whatever age should be. In The Framework, instruction is based upon how children think.

WE WRITE YOUR RESEARCH PROPOSALS ON ANY TOPICS! The Curriculum sets all of the Achievement outcomes from Primary levels, right up to High-school levels, and states the learning outcomes which students need to achieve. It is kind enough to include a few examples of ‘suggested learning experiences’, but it fails to focus in any detail how students can develop mental strategies to solve problems of each level. The Framework however, explores how students of different stages of learning can use different strategies to solve problems under the same requirement in The Curriculum levels. In relation to the Achievement Aims and Objectives, The Framework makes clear distinctions between two main strands, strategy and knowledge. The Framework categorises number exploring as knowledge, and all the different ways of working problems out on the basis that students use knowledge and strategy. The Numeracy project began in 2001, based on an Australian project with similar ideas, called ‘Count me in too’.

Because New Zealand was following behind, the team who designed the New Zealand version had the chance to sit back and see where Australia had missed parts, or not explained things fully enough, and made adjustments as they saw fit. From here, the Numeracy Framework was born. A key idea of The Framework, and something that goes against everything I myself was ever taught in Maths, is that the most important Maths is done in your head, not with pencil and paper. Children are to begin with tactile equipment, then move on to counting with their fingers, to imaging and so on. Writing Maths problems, comes last. From my personal experience, I recall doing a whole lot of worksheets, where we were to answer 20 addition, or subtraction problems, we were given one minute, and we had to see how far we could get. Needless to say, I myself never got very far.

With textbooks, the class would start at the beginning of the session on a chapter in the textbook, and you were to be finished by the end of the lesson. If not, I suppose it was a bit of tough luck, as you still had to move on to the next section in the next Maths class, even of you hardly understood the previous chapter. It was not at all an independent thing, you had to keep up with the class, which is not always possible, as everyone has different strengths, and weaknesses. The Framework, however, has the idea that you cannot push students into moving up a level, until comes a time when they are completely comfortable with the level they are on, and understand the strategy behind it to move on. The Number Framework believes that once students have knowledge, they build the foundation for Strategy. The strategy then creates new knowledge through use The Framework also stresses the importance of students making progress in both the Knowledge and Strategy strands.

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