Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.

数学课程传统上侧重于内容知识，通常以越来越难的数学的范围和顺序的形式出现。使用和应用数学的重要性在当前的澳大利亚课程数学（AC：M）中被认为是旨在与内容相结合的“熟练程度”。几乎没有支持教师培养这些能力——推理、理解、解决问题和流利。学习进程是关注认知过程的学习序列，因此为课程开发提供了有用的基础。以经验统计推理学习进度为例，建议采用一种新的课程开发方法，将内容知识与熟练程度联系起来。结果是基于区域的，而不是基于年份的，