In each year of school, the most advanced students in mathematics are at least five to six years ahead of the least advanced students, with some evidence that this gap widens across the years of school. This is an issue if teachers understand their role as the delivery of the same mathematics curriculum to all students in a year level. Many less advanced students lack the prerequisite knowledge to engage meaningfully and so fall further behind each year. Other, more advanced, students often are not challenged and extended to the levels of which they are capable. One approach to this issue has been to create different mathematics streams, but this risks labelling, locking students into particular streams, and setting ceilings on how far some students can progress. This keynote considers an alternative structure for the school mathematics curriculum – one that would see all students progress through a sequence of attainment levels not linked directly to year levels.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|A-03||05/12/2019||09:00 am||10:00 am||La Trobe University Bundoora||
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