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
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