Weighty matters and dense arguments: CSF versus real experience

This paper argues that the Victorian Curriculum Standards Framework (CSF II) sequencing is unhelpful for teachers of primary mathematics. 'Density' and 'speed', for example, become sensible concepts for young minds years before the CSF gives them any learning outcome status. While the CSF and its levels of outcomes should not be ignored, they need to be strengthened by teachers who should be guided by the everyday experience of students; teachers should aim to build on students' first hand experiences in real situations. The paper discusses the CSF benchmarks from year 1 to year 6, and provides a number of supermarket investigation learning activities.