Analysis+of+the+Curriculum

The Australian Curriculum: Mathematics is designed to provide learners with fundamental mathematical knowledge and skills in the key content strands of **Number and Algebra, Measurement and Geometry,** and **Statistics and Probability**. The content structure of the Australian Curriculum: Mathematics is actioned into four proficiency strands -u**nderstanding, fluency, problem solving,** and r**easoning**. The content strands describe what is to be taught and learnt, whilst the proficiency strands describe how the content is explored or developed. The broad content strands are further broken down into sub-strands, in which content descriptors are grouped in order to provide clarity and sequence of development through and across the year levels.

"The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear" (Australian Curriculum, Assessment and Reporting Authority, ACARA, 2012, p. 3). Mathematics is made up of multiple but interrelated and interdependent concepts and systems which learners apply both in and beyond the confinements of the classroom (ACARA, 2012).

Across the year levels from Foundation to Year 9 the **Number and Algebra** strand of the Australian Curriculum for Mathematics is broken down into six sub-strands with some implemented at later year levels. The order in which the sub-strands are introduced is demonstrated below:
 * **Foundation -** Number and place value, patterns and algebra.
 * **Years 1-6 -** Number and place value, fractions and decimals, money and financial mathematics, patterns and algebra.
 * **Year 7-8 -** Number and place value, real numbers, money and financial mathematics, patterns and algebra, linear and non-linear relationships.
 * **Year 9 -** Real numbers, money and financial mathematics, patterns and algebra, linear and non-linear relationships.

The sub-strands are introduced in this particular order to ensure learners have gained the essential prior knowledge in order to engage in those sub-strands. For example, the Money and Financial Mathematics sub-strand is implemented from Year 1 after learners have developed some understanding of number and place value in Foundation. The Money and Financial Mathematics sub-strand is the focus for particular analysis in this wiki.

When the first drafts of the Australian Curriculum: Mathematics were released in early 2010, there were a number of findings in need of change as described by Manuel and Morony (n.d.) in their work titled 'A Fool and His Money are Soon Parted'. Some of the key findings in need of change include:
 * the 'architecture' of the Draft did not allow for a coherent development of knowledge from Foundation to Year 10, as there were no Content Descriptions directed related to consumer and financial literacy in Years F, 4, 5, 6, 7 and 8; also, the Content Descriptions in Years 1-3 were located in the Measurement and Geometry strand (subheading "Money") while those in Years 9 and 10 were in the Number and Algebra strand (subheading "Financial Mathematics").
 * the representation of consumer and financial literacy in the document was inconsistent and often inadequate.
 * general capabilities relevant to consumer and financial literacy were not developed clearly or extensively enough in the draft.

As a result of these findings, the Australian Association of Mathematics Teachers (AAMT) made a range of recommendations to the Australian Securities and Investment Commission (ASIC) to inform its representations to the Australian Curriculum and Reporting Authority (ACARA) (Manuel, & Morony, n.d.). These changes came into effect with the Money and Financial Mathematics sub-stand now present in the Number and Algebra strand of the Australian Curriculum: Mathematics, and are embedded from Years 1-10.

Manuel and Morony (n.d, p. 5) believe that "the Australian Curriculum: Mathematics provides a platform to contribute significantly to the improvement of consumer and financial literacy levels amongst young people through the teaching and learning of mathematics." Mathematics embedded into the richness of financial contexts helps to build learners' ability to "think and do" mathematically and strengthen their ability in a broader mathematical sense. However having the Money and Financial Mathematics sub-strand in place is only addressing part of the story. It is essential that learners are able to achieve their potential in terms of their consumer and financial literacy development through purposeful action in the classroom. This is reliant on teachers having access to appropriate teaching and learning resources that enable them to better understand the "what" and the "how" of teaching in the Number and Financial Mathematics sub-strand (Manuel, & Morony, n.d.). Linking this back to the overarching aims of The Australian Curriculum in the area of mathematics this can be seen to inform teaching practice towards providing experiences that "ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently" (ACARA 2012).