The study of mathematics is mandatory from Kindergarten to Year 10.
The new Mathematics syllabus clearly shows essential learning and supports students to make connections across concepts as outlined in the research for building foundations in Mathematics. There is a focus on developing reasoning skills to support a deeper understanding. Content is structured to highlight the parallel connections across Number and Algebra, Measurement and Space, and Statistics and Probability, underpinned by the latest research.
The new syllabus affirms the strong evidence base of outcomes and content, with an increased emphasis on place value.
Organisation of Mathematics K - 10
The syllabus structure illustrates the important role Working mathematically plays across all areas of mathematics and reflects the strengthened connections between concepts. Working mathematically has been embedded in the outcomes, content and examples of the syllabus.
Mathematics K - 10 outcomes and their related content are organised in:
- Number and Algebra
- Measurement and Space
- Statistics and Probability
- Working Mathematically
The Working mathematically processes present in the Mathematics K - 10 syllabus are:
- Communicating
- Understanding and Fluency
- Reasoning
- Problem Solving
Students learn to work mathematically by using these processes in an interconnected way. The coordinated develpment of these processes results in students becoming mathematically proficient.
The Organisation of Mathematics K - 2
The Organisation of Mathematics 3 - 6
K - 6 Parts A and B
Mathematics focus areas outline the develpment of several concepts. In Mathematics K - 6, where stages span 2 years of learning (for example, Stage 2 includes Year 3 and Year 4), there are concepts that may need to be addressed earlier or later in the stage.
To assist programming, the content in these focus areas has been separated into 2 parts, A and B, such as in Representing Numbers Using Place Value - A and Representing Numbers Using Place Value - B:
- Part A typically focuses on early concept development
- Part B builds on these early concepts
The content across Parts A and B relates to the same stage-based outcomes. Teachers can choose which content from Part A and/or Part B to address, based on students' prior learning, needs and abilities.
Helpful Websites:
Fun Maths Websites for Students:
Coding Websites
