Table Of ContentIntegrated Occupational Program
Mathematics 16-26
Program of Studies
Grades 10 and 11
INTERIM
1991
mrses for Grades 8, 9, 10 and 11 have interim approval and are being
CURRICULUM 'd as follows:
d 9 - Provincial implementation, September 1989
QA
^^ - Provincial implementation, September 1990
C22
A3 - Provincialimplementation, September 1991.
A3143
1991
gr. 10-11
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Integrated Occupational Program
Mathematics 16-26
Program of Studies
Grades 10 and 11
INTERIM
1991
mrses for Grades 8, 9, 10 and 11 have interim approval and are being
CURRICULUM ^d as follows:
'd9 - Provincial implementation, September 1989
OA
14 - Provincial implementation, September 1990
C22
A3 - Provincial implementation, September 1991.
A3143
1991
gr .10-11
CURR HIST
Ex
LIBRIS
UNIVERSITATIS
ALBERT/ENSIS
lOP
MATHEMATICS
GRADES
16-26 10
AND
11
PROGRAM RATIONALE AND PHILOSOPHY
A.
RATIONALE recognize their achievement in that program."
(p. 23)
In recognition that the needs of both the
individual and society may best be served The Integrated Occupational Mathematics
through school experiences tailored to meet Program provides a two-course sequence in
student needs and abilities, the Secondary mathematics known as Mathematics 16-26.
Education in Alberta (1985) Policy Statement Mathematics 16 allows students to meet the
directs that a program be developed for students credit requirements of the Certificate of
who continue to experience difficulty inlearning. Achievement. Mathematics 26 allows students
This program, beginning in Grade 8, will be to develop their knowledge and skills in
known as the Integrated Occupational Program mathematics more fully, and facilitates transfer
andwillbe articulated with a similarprogram in tothe General High School Diploma Program.
the senior high school. The policy statement
statesthat: The lOP Mathematics 16-26 Program provides
for the development of essential concepts, skills
". the goals of the secondary schools are to and attitudes required for effective computation
. .
assist students to . . . become aware of the and problem solving. The program is activity-
expectations, and be prepared for the based, and addresses the need for students to be
opportunities of the workplace - expectations able to transfer and apply specific mathematical
that will be faced as employees or employers; concepts and skills to more generalized
expectations that will be faced as entrepreneurs situations ineveryday life and the world ofwork.
orvolunteers ."(p. 12) The program is intended to foster an
. .
appreciation of mathematics for its usefulness
"Opportunities must be provided to involve the and relevance, and thus motivate students to
community in secondary education programs participate inthe learningprocess.
and to recognize and support learning
experiences which take place outside of schools." Students need to be able to cope with the rapid
(p. 8) pace at which change occurs in both home and
work environments. A focus on effective
Thepolicy statementfurtherdirects that: strategies for problem solving will assist
students to develop thinking skills and solve
"The Certificate ofAchievement will be awarded problems in new and unfamiliar situations.
to those students who, because of their abilities Students also need to understand applications of
and needs, have taken the Integrated calculators and computer technologies in
Occupational Program. The certificate will everyday situations involving computation and
lOP Mathematics 16-26 (Grades 10 and 11) /I
(Interim 1991)
Of
.HS\^^
problem solving. Time spent learning PHILOSOPHY
mathematics can no longer be limited to
practising long repetitive or tedious procedures The need to develop programs for students with
that are more efficiently accomplished with a exceptional needs rests on a fundamental belief
calculator. A focus on the use of technology about children, as expressed in the government's
throughout the mathematics program will Secondary Education in Alberta (June 1985)
enablestudents to use calculators and computers Policy Statement: "... a respect for the unique
in performing routine tasks more easily nature and worthofeach individual" (p. 7).
replicated bythesetechnologies. The demandsof
daily living require ability to perform The Integrated Occupational Program also rests
computation using several different methods, on a number of further beliefs and assumptions
including mental arithmetic, estimation, the aboxit the way children learn, the overall
calculator and paper/pencil. A focus on potential ofchildren, and their learning needs in
computational facility and estimation skills will relation to societal demands. These beliefs and
assist students to select and use computational assumptions have a tremendous impact on
procedures that are appropriate in a variety of programgoals, designand implementation.
practical situations.
There are patterns and predictability to
Students are often unaware of strategies they children's learning sequences. However, each
may generate and employ to become more student's style and pace is unique, reflectingpast
efficientintheir cognitive functioning. Evidence experiences. Though seen as "exceptional" in
supports, however, that students with learning their learning needs, these children nonetheless
difficulties can perform strategically iftaught to fall within the normal range of learning
do so. Thinking strategies that foster effective potential; thus every effort mustbe made to offer
behaviours in planning, organizing and self- experiences that provide equitable opportunities
monitoring are emphasized throughout the toparticipate inall aspectsoflife.
program. As students learn to understand and
control the outcome oftasks demanded ofthem, The Integrated Occupational Mathematics
confidence in taking risks and accepting Program focuses first and foremost on the needs
challenges will further their ability to solve of the learner. As attitude and self-esteem are
problems and make informed decisions in powerful influences over learning, the program
everyday life. must foster in each student a positive self-
concept and a positive attitude toward learning.
Prescribed content within Mathematics 16 and The concepts, skills and attitudes addressed
26 reflects an emphasis on life skills, and has withintheprogram must:
been determined on the basis ofthe abilities and
needs of students for whom the courses were • provide meaningful and relevant learning
designed. Nevertheless, the philosophy, goals experiences
and directions established in the Integrated • beappropriatetostudentability
Occupational Mathematics Program are • provideforstudentsuccess.
consistent with those of other regular program
mathematics courses. This continuity will assist Students vary in the way they receive, process,
students in their transition from regular recall, apply and communicate information.
programcourses into lOP, and will alsofacilitate Each studenthas a preferred way ofapproaching
potential transfer of some students from the learning tasks. Instructional planning must
Mathematics 16-26 program back into regular include careful assessment of each student's
program mathematicscourses. developmental characteristics, knowledge, skills
and preferredwayoflearning. In orderto ensure
that individual student needs are being met,
instructionalplans mayoften needto be adjusted
ormodified.
lOP Mathematics 16-26 (Grades 10and 11) /2
(Interim 1991)
An integrated approach suggests the linking • development of number sense and
together of various mathematical skills and computationalfacility
strategies into meaningful activities and • use oftechnologiessuch as the calculator and
applications. Abstract concepts and ideas will computer
take on new meaning and significance to • application ofwhat is learned to a variety of
students when applied to daily experiences. problem-solving situations within a
Organization of mathematics instruction into changingsociety.
"themes" is intended to advance the notion of
"holistic" learning, relative to both mathematics These learning goals suggest a broader context
and the student. Discrete skill instruction is for instruction in mathematics, and provide a
appropriatewhenspecificdeficienciesarenoted. focus for learning activities that are suggested
throughoutthe program.
Although students are at various stages of
cognitive development, most will continueto use
concrete operational thinking. Students will
depend on personal experience and jjersonalized
content to link new ideas with prior knowledge.
As the process of analysis must be based on
tangible experience, learning activities should
begin at the concrete level. High emphasis
should be placed on experiential learning
involving manipulativesand hands-on activities.
Specific concepts and skills should be developed
after establishing a need for their use through
learning activities involving three levels of
instructional technique:
• concrete (e.g., useofmodels)
• transitional (e.g.,pictorialrepresentation)
• formal (e.g., symbolicrepresentation).
Directassistance must be providedto the learner
in progressing from the concrete level of
thinking to the more abstract thought processes.
Appropriate strategies for providing this
assistance have been included in the Program of
Studies/Curriculum Guide and corresponding
Teacher Resource Manual (available for each
coursefromthe Learning Resources Distributing
Centre).
The mathematics program must address the
realities of today's society in developing the
concepts, skills and attitudes that students will
use in everyday life and the world ofwork. The
demands of daily living suggest the program
placeemphasison the:
lOP Mathematics 16-26(Grades 10 and 11) /3
(Interim 1991)
