Download full textERIC Number: ED616157
Record Type: Non-Journal
Publication Date: 2021
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Curriculum Development and the Use of a Digital Framework for Collaborative Design to Inform Discourse: A Case Study
Jameson, Ellen; Whitney-Smith, Rachael; Macey, Darren; Morony, Will; Benson-Lidholm, Anne-Marie; Leigh-Lancaster, David
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (43rd, Singapore, 2021)
This paper reports on a new initiative of collaborative work between the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Cambridge University as part of the 2020-21 review of the Australian Curriculum: Mathematics Foundation -- Year 10. The ACARA mathematics curriculum development team worked with the Cambridge Mathematics team using the Cambridge Mathematics Framework, which incorporates summaries of the research literature, to inform the review of Statistics and Probability in the mathematics curriculum as part of ACARA's program of research.
Descriptors: Mathematics Instruction, National Curriculum, Secondary School Students, Grade 10, Statistics Education, Probability, Guidelines, Curriculum Development, Mathematics Curriculum, Foreign Countries, International Cooperation, Case Studies, Educational Change, Formative Evaluation, Decision Making, Universities, Public Agencies, Educational Cooperation, Information Technology
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education; Grade 10; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia (MERGA)
Identifiers - Location: Australia; United Kingdom (Cambridge)
Grant or Contract Numbers: N/A
