Introducing the curriculum
Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and applications in many other fields are built.
The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Each strand is organised by sub-strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the development of related concepts and skills within strands and across levels. Computational thinking is an important aspect of the mathematics curriculum across the three strands. Content description related to algorithms and coding are included in the Patterns and algebra sub-strand.
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Understanding refers to students building a robust knowledge of adaptable and transferable mathematical concepts and structures. Students 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.
Fluency describes students developing skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily.
Problem-solving is the ability of students to make choices, interpret, formulate, model and investigate problem situations, select and use technological functions and communicate solutions effectively.
Reasoning refers to students developing an increasingly sophisticated capacity for logical, statistical and probabilistic thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.
To view the Mathematics curriculum, please visit the Victorian Curriculum F–10 website.
A PowerPoint presentation outlining the key components of the Mathematics curriculum is available:
Introducing Mathematics (pptx - 318.15kb)
David Leigh-Lancaster, Curriculum Manager
(03) 9032 1690