A Framework for Content Sequencing from Junior to Senior Mathematics Curriculum
Musarurwa David Chinofunga 1 * , Philemon Chigeza 1, Subhashni Taylor 1
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1 College of Arts, Society and Education, James Cook University, AUSTRALIA* Corresponding Author

Abstract

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 4, Article No: em2100

https://doi.org/10.29333/ejmste/11930

Publication date: 27 Mar 2022

Article Views: 1868

Article Downloads: 711

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