# Mathematics

Students learn by attaching meaning to what they do, and they 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. Through the use of manipulatives and a variety of pedagogical approaches, teachers can address the diverse learning styles, cultural backgrounds and developmental stages of students, and enhance within them the formation of sound, transferable mathematical understandings. 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 provide essential links among concrete, pictorial and symbolic representations of mathematical concepts.

– Alberta Mathematics Program of Studies

It can be difficult for parents to make sense of the changes to our current mathematics curriculum. How do I support my child at home? Are basic facts still important? It looks different to how I learned Mathematics.

To clarify the changes to the Alberta Mathematics Program of Studies and help you support your children as they work through their learning, FSD is pleased to provide the following resources.

The September 2014 Updates to the Alberta Mathematics Program of studies:

Alberta education webinar outlining these changes:

Alberta Education has provided information outlining these changes:

To ensure clarity of expectations, the ministry has updated the Alberta Mathematics Kindergarten to Grade 9 Program of Studies which will be effective September 1, 2014. As well, the teacher support resource, Alberta K–9 Mathematics Achievement Indicators, has been updated. Some specific outcomes (and achievement indicators) in the Grades 1–5 Number strand have been updated to clarify expectations regarding the mastering of basic number facts and the use of strategies. These clarifications include language that:

- students are expected to recall, understand and apply their number facts, including multiplication facts (multiplication tables)
- students investigate a variety of strategies and become proficient in at least one appropriate and efficient strategy that they understand. Strategies may include traditional algorithms such as long division and vertical addition; however, specific strategies are not prescribed in the outcomes
The teaching professional has the flexibility and responsibility to meet the learning needs of each of his or her students. Programs of study identify “what” students are to learn; teachers are the professionals who determine “how”.

### Curriculum Resources for Parents

Alberta Education Videos outlining the changes and strategies for supporting your child:

An overview for parents of the entire Alberta Education Program of Studies:

The version of the Program of Studies teachers use

- Mathematics Kindergarten to Grade 9 Program of Studies
- Summary of Clarifications to: Alberta Mathematics Kindergarten to Grade 9 Program of Studies
- Summary of Clarifications to: Alberta K–9 Mathematics Program of Studies with Achievement Indicators

Tools for helping your child think Mathematically

- Shelly Read - One of our instructional coaches - maintains a wonderful page of mathematical resources
- Estimation 180 – Daily problems to help students practice their estimation and mental mathematics skills.
- NRich – Library of creative problems to help build number sense.
- National Library of Virtual Manipulatives – A great resource for students to demonstrate how they use concrete manipulatives in class.
- The Kahn Acadamy - Virtual lessons on all aspects of Mathematics
- Math Pickle - A great site for puzzles that encourage mathematical thinking
- YouCubed - Jo Bowler tools for building Mathematical Mindset
- Robert Kaplinsky's Mathematics Challenges - Excellent source of deep thinking problems

### CONTACT:

Director of Distributed Learning

Doug Stevens

stevensd@fsd38.ab.ca

Twitter: @dstlearn

403-652-6551