Procedural+&+Declarative+Knowledge

Foundation - Year 8
"The early years (5–8 years of age) lay the foundation for learning mathematics. Students at this level can access powerful mathematical ideas relevant to their current lives and learn the language of mathematics, which is vital to future progression" (ACARA, 2012).
 * Foundation – Year 2: **

"These years emphasise the importance of students studying coherent, meaningful and purposeful mathematics that is relevant to their lives. Students still require active experiences that allow them to construct key mathematical ideas, but also gradually move to using models, pictures and symbols to represent these ideas" (ACARA, 2012).
 * Years 3–6: **

"These years of school mark a shift in mathematics learning to more abstract ideas. Through key activities such as the exploration, recognition and application of patterns, the capacity for abstract thought can be developed and the ways of thinking associated with abstract ideas can be illustrated" (ACARA, 2012).
 * Years 7–10: **

The Queensland Department of Education and Training (2004) states that "in helping students become producers of knowledge, the teacher's main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking".

“Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics in the classroom” (Australian Curriculum, Assessment and Reporting Authority, 2012, p. 3). These concepts have been classified and broken down into procedural and declarative knowledge relevant for each year level.

//To view the Declarative and Procedural Knowledge for Number and Place value, click on the below link.//