- Main subject areas
- Teaching hours
- Basic skills
- Competence aims after Year 2
- Competence aims after Year 4
- Competence aims after Year 7
- Competence aims after Year 10
- Competence aims after 1T - Vg1 education programmes for general studies
- Competence aims after 1P – Vg1 education programmes for general studies
- Competence aims after 1T-Y - Vg1 vocational education programme
- Competence aims after 1P-Y - Vg1 vocational education programme
Basic skills are integrated in the competence aims where they contribute to development of the competence in the subject, while also being part of this competence. In the subject of Mathematics the basic skills are understood as follows:
Oral skills in Mathematics involves creating meaning by listening, speaking and conversing about mathematics. It involves forming opinions, asking questions and using argumentation with help from informal language, precise terminology and the use of concepts. This also means participating in discussions, communicating ideas and elaborating on problems, solutions and strategies with other pupils. The development of oral skills in Mathematics begins with conversations about mathematics and leads to presenting, discussing and elaborating on more and more complex themes related to the subject matter. Furthermore, this development starts with a basic mathematics vocabulary that leads to precise professional terminology, the use of specific concepts and other modes of mathematical expression.
Being able to express oneself in writing in Mathematics involves describing and explaining a process of thought and putting words to discoveries and ideas. It involves the use of mathematical symbols and formal mathematical language to solve problems and present solutions. It also means making drawings, sketches, figures, graphs, tables and diagrams suited to the situation. Writing in Mathematics is a tool for developing one’s own thoughts and own learning. The development of writing related to mathematics begins with simple forms of expression and gradually moves toward more formal symbolic language and a precise terminology. The development also begins by describing and systematising simple situations with content from the subject matter to building up comprehensive argumentation concerning complex relationships.
Being able to read in Mathematics involves understanding and using symbolic language and forms of expression to create meaning from texts in day-to-day life, working life and from mathematics texts. The subject matter of Mathematics is characterised by complex texts that may include mathematical expressions, graphs, tables, symbols, formulas and logical reasoning. Reading in Mathematics involves sorting through information, analysing and evaluating form and content, and summarising information from different elements in the texts. The development of reading in Mathematics begins with finding and using information in the texts by means of simple symbolic language and moves toward finding meaning and reflecting on complex professional and technical literature with advanced symbolic language and concepts.
Numeracy in Mathematics involves the use of symbolic language, mathematical concepts, methods of approach and varied strategies to solve problems and explore mathematics by taking a point of departure in practical day-to-day situations and mathematical problems. This involves learning to pinpoint and describe situations where mathematics is involved and using mathematical methods to deal with problems. The pupil must also communicate and evaluate the validity of his or her solutions. The development of numeracy in Mathematics begins with a basic understanding of numbers, pinpointing and solving problems in simple situations and gradually leads to analysing and solving a wide range of complex problems using a varied selection of strategies and methods. It also involves an increasing use of different tools for calculations, modelling and communication.
Digital skills in Mathematics involves using digital tools to learn through play, exploration, visualisation and presentation. It also involves learning how to use and assess digital aids and tools for calculating, problem solving, simulation and modelling. It also means it is important to find information, analyse, process and present data using appropriate tools, and being critical of sources, analyses and results. The development of digital skills involves working with complex digital texts with an increasing degree of complexity. It also involves developing an increasing awareness of the new digital tools that exist for learning in the subject of Mathematics.
Side 4 Av 14