Implementation Considerations

Policy and Time Allocations

Mathematics is a Required Area of Study in Grades 6-9.
Time requirements are 210 minutes per week (5 days) in grade 6 and 200 minutes per week (5 days) in each of Grades 7, 8, and 9.
All strands and topics in the curriculum are core requirements; there are no optional units.
The above are important considerations to be taken into account for the planning of mathematics instruction at the Middle Level. In order to address the necessary objectives in the time allotted, it is recommended that teachers integrate the content in the various strands as well as the teaching of mathematics with other areas of study, where possible. Suggestions for integration are made throughout the curriculum guide.

Integration in Mathematics

Integration in mathematics entails:

teaching mathematics in a manner that is meaningful and applicable to all students;

combining many of the learning objectives from various strands, topics, and branches of mathematics within a unit of study; and,

demonstrating the applicability of mathematics by showing the interrelatedness with other areas of study and real-world experiences.

The model units give some ideas for integration.

Curriculum Documents

Mathematics: A Curriculum Guide for the Middle Level (1996) (one per teacher available at the implementation workshop(s))
Mathematics: A Bibliography for the Middle Level (1996) (one per school)
Middle Level Mathematics: An Information Bulletin for Administrators (1996) (one per school)

These documents are online as part of the Evergreen Curriculum. Additional print copies of these documents are available from the Book Bureau.

Key Resources

See Appendix A.

Staff Development

Saskatchewan Education will provide inservice to school divisions implementing the program during the three-year "window" for implementation.
School divisions are responsible for providing release time and expenses for teachers to attend implementation inservice.

Classroom Activity

The implementation of the mathematics curriculum at all levels will mean a move away from the traditional view of mathematics instruction in the classroom. Students will often engage in group work, use a variety of manipulatives, and participate in discussions. The appearance of the classroom as well as its level of student activity may change dramatically.

Role of Administrators

To support the development of a strong collection of resources to encourage resource-based learning. Teachers should be encouraged to use community-based resources as well. The use of technological devices is important.
To support teachers who wish to collaborate to plan units, to expand their repertoire of instructional methods, and to use appropriate evaluation strategies.
To inform parents, boards, and the community that the Middle Level Mathematics Curriculum Guide outlines specific concepts and skills that need to be developed. Instruction will be influenced by the previous experiences of teachers and students, community resources, and the cultural background of students.
To inform parents, boards, and the community that the program encourages teachers to use a variety of instructional strategies and methods that are appropriate to the teaching of the mathematics curriculum. These strategies and methods will in turn require a variety of evaluation procedures.

Maintenance

Saskatchewan Education plans to maintain the curriculum for Middle Level mathematics through information provided in the Book Bureau Order Form. Other support will come through Core Curriculum initiatives involving school divisions, and periodic updates through Core Curriculum Bulletins or through electronic means such as the Saskatchewan Education Web Site (http://www.sasked.gov.sk.ca)

Curriculum Evaluation

The new Middle Level mathematics courses will be evaluated after the implementation phase as part of the curriculum development cycle. Mathematics curriculum evaluation at Grades 5, 8, and 11 is scheduled to take place after the year 2000.