ATB: Scenario 1

Adherence to textbook
Scenario: Holly teaching probability Country: USA Grade (student age): Grade 4 (age 9-10) Contributed by: Tracy Weston, The University of Alabama, USA Context –curricular, professional, other As is the case in the United States, North Carolina has state mandated goals and objectives for mathematics instruction at each grade level.  The North Carolina Standard Course of Study (NCSCOS) indicates that in grade 4 students are to “maintain” skills in permutation and combinations from Grade 3, which state “the learner will understand and use simple probability concepts,” which are further explained as determining the number of permutations and combinations of up to three items and solving probability problems using permutations and combinations. (NCSOS). This school used the EnVisions curriculum, as mandated by the district (local authority).  Students in this school were not…
Read More

ATB: Scenario 2

Adherence to textbook
Scenario: Eoin revising perimeter and area concepts Country: Ireland Grade (student age): 6th class (age 11-12 years) Contributed by: Dolores Corcoran, St Patrick’s College, Drumcondra, Ireland Context – national, curricular, professional, other While espousing a reform approach with the mandated development of mathematics process skills, the Irish primary mathematics curriculum is relatively specific in that content to be taught is divided into five mathematical strands (number, algebra, measures, shape and space and data and chance). These are further divided into strand units with lists of content objectives (followed by very brief exemplars) specified for each strand for each class level over the eight years of Irish primary schooling. Mathematics textbook series from one of three different publishing companies are currently available in Irish schools and these are ubiquitous in Irish…
Read More