Course Title: Mathematics of Data Management, Grade 12, University Preparation
Course Code: MDM4U
Course Type: University
Department Head: Reema Dhawan, Ph.D. M.Sc., M.Ed., OCT
Prerequisite: Functions, MCR3U, Grade 11, University Preparation, or Functions and Applications, MCF3M, Grade 11, University/College
Credit Value: 1.0
This course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
ASSESSMENT, EVALUATION AND REPORTING STRATEGIES OF STUDENT PERFORMANCE:
Assessment: The process of gathering information that accurately reflects how well a student is achieving the identified curriculum expectations in a subject or course.
The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”.
At EduSmile Ontario High School, we address the three purposes of classroom assessment: assessment for learning, assessment as learning and assessment of learning, as described in Growing Success (2010).
Assessment for Learning
Strategies used in assessment for learning are diagnostic in nature. They help teachers ascertain where students are presently in their learning and to adjust their presentation of subject material accordingly. Before commencing specific instruction, teachers will utilize both formal diagnostic tools and informal questioning to ascertain student readiness to learn new mathematical concepts and to acquire information about the interests and learning preferences of individuals in the class. In addition, we provide ongoing formative assessment in order that students’ progress can be frequently monitored, and teachers’ feedback can be timely and relevant. These processes help instructors to plan lessons that are differentiated and personalized to optimize the success of each student.
Assessment as Learning
Strategies utilized in assessment as learning focus upon fostering students’ abilities to become their own best assessors. At EduSmile Ontario High School, we use Assessment as learning strategies that involve self- assessment and peer-assessment with guidance from the teacher. These strategies aid students in monitoring their own progress. This aspect of formative assessment helps students achieve learning goals, adjust in their learning approaches, and set individual goals for learning.
Assessment of Learning
At EduSmile Ontario High School, we understand that assessment of learning provides the mechanism for the evaluation of the quality of student learning based on established performance standards and is integral to the assigning of a counting grade value to represent that quality.
STUDENT EVALUATION CRITERIA
1. TERM - 70% Students’ work throughout the semester will account for the 70% of their final grade:
· Teacher will collect and track evidence of students’ learning through observations of their work; conversations with them; and evaluating the work they produce.
· Teacher will provide descriptive feedback to help students with further study and improvement.
2. FINAL - 30% Final Exam, Project, or Combination of both
3. FINAL REPORT CARD GRADE CALCULATION - 100%
Relative Emphasis/Weighting of Categories on Achievement Chart throughout the Course
1. KNOWLEDGE 35% Knowledge of the content and understanding of the mathematical concepts.
2. THINKING 15% Use of planning and processing skills, and critical and creative thinking processes to solve problems.
3. COMMUNICATION 25% Oral, visual, and written expression and organization of ideas and mathematical thinking, communication for different audiences/purposes, and use of mathematics conventions, vocabulary, and terminology.
4. APPLICATION 25% Application of knowledge and skills in familiar contexts, and transfer of knowledge and skills to new contexts; Ability to make connections within and between various contexts.