The Mathematics curriculum is presented in year levels from Pre-primary to Year 10. The content is organised under three interrelated strands.
Number and algebra are developed in an integrated way, to deepen and enrich the understanding of each other. Students build number sense through counting, representing and exploring the magnitude and properties of numbers. They apply a variety of computational strategies and develop a strong understanding of the relationships between operations, laying the groundwork for algebraic thinking.
Students recognise patterns and develop an understanding of variables and functions. Building on their knowledge of the number system, they describe mathematical relationships and formulate generalisations. They explore the concept of equivalence and apply a range of strategies to solve equations and inequalities.
Students use their knowledge and understanding of number and algebra to analyse and solve problems. Through modelling, they represent real-world situations, apply strategies, interpret results and communicate their reasoning clearly and logically.
Measurement and geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space.
They investigate properties and apply their understanding of them to define, compare, describe, and create figures and objects. They use reasoning to develop and communicate geometric arguments using mathematical language.
Students build an understanding of the relationships between units and develop fluency in selecting, converting and using appropriate units to measure and compare both spatial and non-spatial attributes across a range of contexts.
The teaching of measurement includes developing students’ ability to estimate, consider appropriate levels of accuracy, and recognise and account for error. Through modelling, they represent real-world problems, apply strategies, interpret results and communicate their reasoning clearly and logically.
Probability and statistics are complementary disciplines that enhance one another; teaching them together allows students to make sense of data, quantify uncertainty and draw meaningful conclusions. Students recognise, represent, summarise and interpret data. Through experiments with increasingly large data sets, simulations and observations of variation, they deepen their understanding of patterns and variability in data. They assess likelihood and assign probabilities using experimental and theoretical approaches.
As their understanding grows, students develop increasingly sophisticated reasoning skills to analyse chance and data concepts, make informed decisions and critically evaluate statistical claims and information.
The content strands and sub-strands are illustrated below.
The proficiencies of understanding, fluency, problem-solving and reasoning have been incorporated into the content descriptions and describe how content is explored or developed. This approach has been adopted to ensure students’ proficiency in mathematical skills develops throughout the curriculum and becomes increasingly sophisticated over the years of schooling.
Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they connect related ideas, represent concepts in different ways, identify commonalities and differences between aspects of content, describe their thinking mathematically and interpret mathematical information.
Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently, recognise robust ways of answering questions, choose appropriate methods and approximations, recall definitions and regularly use facts and manipulate expressions and equations to find solutions.
Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, design investigations and plan their approaches, apply their existing strategies to seek solutions and verify that their answers are reasonable.
Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, deduce and justify strategies used and conclusions reached, adapt the known to the unknown, transfer learning from one context to another, prove that something is true or false, and compare and contrast related ideas and explain their choices.
Examples are provided for Pre-primary to Year 10 Mathematics content to illustrate and exemplify the content and assist teachers to develop a common understanding of the content descriptions. They do not describe content that must be taught and are not part of the mandated component of the curriculum but emphasise the intention of the curriculum.
Optional content is included in Years 9 and 10 to build and extend students’ year level knowledge according to areas of interest, understanding of content and preparation for subsequent study. Teachers may choose optional content according to the needs of the students.