Mathematics - Curriculum Development

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Learning Fields Six Learning Fields (See NCS Overview, page 12) (See Qualifications & Assessment Policy Framework, page 13 – 14) • Languages (Fundamental) • Arts & Culture • Human and Social Studies and Languages • Physical, Mathematical, Computer, Life and Agricultural Sciences • Business, Commerce, Management and Service studies • Manufacturing, Engineering and Technology Rules of Combination for FETC (Refer to Qualifications and Assessment Policy Framework pp 15 – 17) Fundamental Core Elective Home Language (20) (4,5 hours per week) Home Language / 1st Add Language (20) (4,5 hours per week) Mathematics/ Maths Literacy (20) (5 hours per week) Life Orientation (10) (2 hours per week) 2 subjects from one Field (2 x 20) (2 x 4,5 hours per week) 1 subject from the same or a different Field (1x 20) (1 x 4,5 hours per week) 70 credits 40 credits 20 credits SUBJECT OVERVIEW WHAT IS MATHEMATICS See Subject Statement, page 9 We will not define mathematics but describe what informs our view of the subject. It is a human activity practised by all cultures. Knowledge in the subject is constructed as a result of observing patterns and formulating theories using rigorous logical thinking.This is done through the establishment of descriptive, numerical and symbolic relationships. Mathematics is developed and contested over time through both language and symbols and by social interaction and is thus open to change. Purpose See Subject Statement page 9 Mathematics enables creative and logical reasoning about problems in the physical and social world as well as in the context of the subject itself. Mathematical problem solving enables us to understand the world and make use of that understanding in our daily lives. It also provides access to further study in various fields such as the sciences and engineering as well as a variety of career paths. Mathematics 2 National Curriculum Statement Grades 10 – 12 (General)
Scope See Subject Statement page 10 Learners exiting the FET band will develop competence in the use of mathematical process skills in the context of Numbers and Algebra, Geometry (including the techniques of trigonometry and co-ordinate and transformational geometry), and Measurement, Data Handling and Probability.This includes: • Critically investigate and monitor the financial aspects of personal and community life • Produce useful equivalents for algebraic expressions and mathematical models • Describe, represent and analyse shape and space in two and three dimensions • Collect and use data to establish statistical and probability models • Use and understand the principles of differential calculus and solve simple optimisation problems • Investigate the historical aspects of the development o and use of Mathematics in various cultures • Use available technology in calculations and in the development of mathematical models Educational and Career Links See Subject Statement page 11 Mathematics is vital for any learner who wishes to pursue a career in the Physical, mathematical, Computer, life, earth, Space and environmental sciences. Mathematics also supports careers in the economic, management and social sciences. Mathematics in the FET band will provide a basis for further Mathematical studies at tertiary institutions. Mathematical habits of mind is also an essential component for success in the workplace NOTE: If a learner does not perceive mathematics to be essential for their chooses career path or further study he/she may choose Mathematical Literacy. Learning Outcomes See Subject Statement page 12 – 14 LO 1: Number and Number Relationships When solving problems the learner is able to recognise, describe, represent and work confidently with numbers and their relationships to estimate, calculate and check solutions. LO 2: Functions and Algebra The learner is able to investigate, analyse, describe and represent a wide range of functions and solve related problems. LO 3: Space, Shape and Measurement The learner is able to describe, represent, analyse and explain properties of shapes in 2-dimensional and 3-dimensional space with justification. LO 4: Data Handling and Probability The learner is able to collect, organise, analyse and interpret data to establish statistical and probability models and to solve related problems. Assessment Standards See Subject Statement page 16 – 38 Assessment standards are written per grade for each learning outcome, thus indicating conceptual progression from grade to grade.They embody knowledge, skills and values required to achieve the LOs. In this sense they provide criteria of what the learners should know and demonstrate at a specific grade. National Curriculum Statement 3 Mathematics Grades 10 – 12 (General)
Page 1 and 2: National Curriculum Statement Grade
Page 3: Foreword The National Curriculum St
Page 7 and 8: ICT LINKS Information and Communica

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