I guess I will be using this as an area to put ideas for math. I think we should look at the mathematical concepts as our benchmarks ("The students should be able to ...") and the learning indicators as a bunch of content areas that we need to cover to get there. Also we should be looking at important mathematical and scientific skills that are included in many curricula world wide, including the Queensland "Ways of Working" These should be incorporated into our scope and sequence because there is a gap there. Just because our interpretation of the MOE curriculum doesn't have these "Ways of Working" doesn't mean the MOE doesn't explicitly state them. However, it is up to us to incorporate them into our curriculum. I am also interested in developing and incorporating inquiries into our curriculum.
The learning indicators are very important as this is were we will be assessed by Taiwanese parents as the point of comparison. Taiwanese parents aren't going to compare the students in our school with others in their conceptual understanding or their ability to apply their understanding with meaning. We will be compared on how well and how quickly our students can perform the mathematical computations. Above all parents do not want their students "falling behind." We are not at the stage where we can say, "They don't do as well on the test, but they have a better understanding."
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