self-management. In addition, students will work collaboratively in teams and independently as part of their mathematical learning experiences. Ethical understanding The areas relevant to the Mathematics Foundation course include issues associated with ethical decision-making as students work collaboratively in teams and independently as part of their mathematical explorations and investigations. Acknowledging errors, rather than denying findings and/or evidence, involves resilience and examining ethical behaviour. Students develop communication, research and presentation skills to express viewpoints. Intercultural understanding Students understand mathematics as a socially constructed body of knowledge that uses universal symbols but has its origin in many cultures. Students understand that some languages make it easier to acquire mathematical knowledge than others. Students also understand that there are many culturally diverse forms of mathematical knowledge, including diverse relationships to number, and that diverse cultural spatial ability and understandings are shaped by a person’s environment and language. Representation of the cross-curriculum priorities The cross-curriculum priorities address contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Mathematics Foundation course. The unit information, specifically the unit content, identifies the expected student learning within each syllabus. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content. Aboriginal and Torres Strait Islander histories and cultures The Mathematics Foundation course values the histories, cultures, traditions and languages of Aboriginal and Torres Strait Islander Peoples’ past, and their ongoing contributions to contemporary Australian society and culture. Through the study of mathematics within relevant contexts, opportunities may allow for the development of students’ understanding and appreciation of the diversity of Aboriginal and Torres Strait Islander Peoples’ histories and cultures. Asia and Australia's engagement with Asia There are strong social, cultural and economic reasons for Australian students to engage with the countries of Asia and with the past and ongoing contributions made by the peoples of Asia in Australia. It is through the study of mathematics in an Asian context that students engage with Australia’s place in the region. Through analysis of relevant data, students are provided with opportunities to further develop an understanding of the diverse nature of Asia’s environments and traditional and contemporary cultures. Sustainability The Mathematics Foundation course provides the opportunity for the development of informed and reasoned points of view, discussion of issues, research and problem solving. Teachers are encouraged to select contexts for discussion connected with sustainability. Through analysis of data, students have the
Content descriptions Examples 1.5.1 identify and describe the purpose of simple tables and graphs, involving whole numbers, in everyday contexts discuss the common use of graphs and tables to represent data and information from everyday life and work 1.5.2 describe the purpose of the key features, conventions and symbols of tables and graphs found in various texts and media from everyday life and work discuss the key features, conventions and symbols of graphs on utility invoices and tables in a hardware catalogue 1.5.3 read and interpret information from a range of simple data displays from real life contexts (involving whole numbers), including lists, one and two-way tables, column/bar and line graphs, venn and arrow/network diagrams interpret the information from a table in a hardware catalogue; graphs on utility invoices; a diagram showing flight paths 1.5.4 collect and record data in one-way and two-way tables collect and record data in simple one-way and tables which the student could use to help make decisions in their personal life; for example, dosage and frequency information for two or more medications 1.5.5 construct vertical and horizontal column/bar graphs and line graphs (including both measurement and frequency graphs), using simple scales labelled with whole numbers construct graphs using data from the growth of plants over time, daily temperature, or hours of casual work per week for a group of students 1.5.6 determine whether interpretations from tables and graphs are reasonable for the context discuss answers to questions about the information in a feed chart which is based on the weight of a pet, or a graph showing road accident statistics, 1.5.7 communicate information and conclusions from graphs and tables consistent with the language of the context using language such as, “My dog is more than 12 months old and weighs between 10 and 15kg, so his feed should not exceed 235g per day” Unit 2 Unit description This unit provides students with the mathematical knowledge, understanding and skills relating to fractions and decimals, solving problems relating to multiplication and division, perimeter, area and volume and qualitative probability from everyday contexts. Teachers are encouraged to apply the content of this unit in contexts which are meaningful and of interest to their students. The number formats for this unit are whole numbers, money, fractions and decimals. This unit includes five content areas. 2.1: Understanding fractions and decimals 2.2: Multiplication and division with whole numbers and money