This paper examines the feasibility of utilising the mathematics classroom for the realisation of a meta-curriculum that transcends conventional mathematical facts and procedures. Mathematics curricula in different countries frame their goals differently, but each curriculum identifies some form of higher order thinking as important. The new mathematics curriculum in Israel (for example) aims to develop a conceptual understanding of mathematics and emphasizes investigation, problem solving, high-order skills and mathematical discourse. But how are these curricular aspirations to be realised? Australian studies into the effectiveness of problem solving and problem posing tasks in developing students’ metacognitive capabilities provide an entry point for comparison with the approaches of other countries. From Israel, research is reported into the development of critical thinking skills through the teaching of probability.

The mathematics classroom has long been posited as a fertile site for the development of thinking skills. Contemporary conceptions of the purpose of schooling have prioritised “higher order thinking skills” in terms such as problem solving and critical thinking. Even the self-organisation of thought, learning and problem solving has been prioritised under the inclusive classification “metacognition” as a curricular goal. Particular school systems (Singapore is a good example), despite success in international measures of student mathematical performance, remain dissatisfied with a graduate population perceived to lack the higher order skills required for non-routine problem solving. Similar dissatisfaction elsewhere has amplified the demand for mathematics curricula that deliver mathematical content together with sophisticated thinking skills, both “mathematical thinking” and generic critical thinking skills.

This paper is divided into three sections that in combination address the rationale and some of the research undertaken into the utilisation of the mathematics classroom for the realisation of such a meta-curriculum. Each section draws on a distinct research project to make its point. It is hoped that the combination of perspectives brings into focus the ambitious goals of contemporary mathematics curricula and draws appropriately on research into the challenges posed by these sophisticated curricular aspirations.

Section 1 reports the comparative analysis of mathematics curricula in Australia, China, Finland and Israel (CME, 2000; FNBE, 2004; MEC, 2006 and 2008; VCAA, 2004) to highlight differences in the types of performance expectations embedded in each, particularly with respect to higher order thinking skills.

Section 2 examines past and present trends in Australia in the teaching of mathematical problem solving, with a particular focus on metacognitive skills. These trends are analysed from research and curriculum perspectives, tracing shifts between process and content emphases in curricular goals and pedagogical approaches and compared with trends in other countries.

Section 3 reports research into whether teaching conducted for the purpose of promoting higher-order thinking skills, through probability instruction, would improve the students' critical thinking abilities.

Mathematics curricula internationally appear to share a common aspiration to promote more than the knowledge of mathematical facts and procedures. While the terminology may vary, it appears that mathematics teachers are being asked to implement a form of meta-curriculum. This paper examines the underlying logic and practical realisation of this ambition.

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