Reference no: EM132381965

101584 Primary Mathematics and Numeracy Assignment - Unit Level: 7, School of Education, Western Sydney University, Australia

Unit Learning Outcomes -

1. Demonstrate knowledge and understanding of the development of the concepts, skills and processes of mathematics related to the teaching of number and algebra, measurement and geometry, and statistics and probability for 8 to 12 year olds in accordance with the NSW K-10 Syllabus for the Australian Curriculum: Mathematics K-10 syllabus (for K-6), and the ACARA Numeracy Progressions.

2. Explain the importance of the Working Mathematically processes for primary school mathematics learners and teachers.

3. Plan effective and engaging teaching and learning experiences for mid to upper primary learners that include the use of a range of digital resources to enhance student outcomes.

4. Apply knowledge and understanding of a range of engaging pedagogies for teaching and learning mathematics, including cooperative learning, problem solving and investigation based approaches.

5. Evaluate student learning against curriculum requirements by interpreting student work samples, practising consistent and comparable judgements, and explain the importance of timely and appropriate feedback for student learning.

6. Demonstrate knowledge and understanding of teaching and assessment strategies for differentiating teaching and learning experiences in mathematics to meet the specific needs of students across the full range of abilities.

Assessment Details -

1. Professional Task: Planning to teach mathematics in context

ASSIGNMENT 1: PLANNING TO TEACH MATHEMATICS IN CONTEXT (MATHEMATICS TRAIL)

This assignment requires you to create a Mathematics Trail that can be completed by students in either Stage 2 or Stage 3 (ie. Year 3 to Year 6).

LENGTH: 2000 WORDS.

ASSIGNMENT 1 DETAILS -

In order to complete this assignment you need to:

Create a Mathematics Trail that can be completed by students in either Stage 2 or Stage 3 (ie. Year 3 to Year 6).

You may design your Mathematics Trail in any location you wish. The following are examples of places that are ideal for Mathematics Trails:

• Local park or playground
• Religious buildings
• Gardens (Eg. Japanese Garden at Darling Harbour/Lidcombe)
• Darling Harbour
• Olympic Park
• Featherdale Wildlife Park
• Opera House
• Botanical Gardens
• Museums (Eg. Railway museum, Fire museum, Toy museum)
• Sea Life Sydney Aquarium
• Historic buildings
• Zoo

You need to design 5 sets of open-ended activities (to understand what an open-ended activity is you will need to attend lectures and tutorials) in locations within the chosen mathematics trail. You should include as many syllabus content areas as possible without 'forcing' the mathematics. That is, the mathematics should integrate into the context of the trail with little effort. Ensure that the activities are open-ended, investigative, realistic and of course, safe for primary aged students to participate in.

You must also include:

1. The Mathematics Trail with photographs and questions.

2. Your solutions to the activities. You must include a variety of possible solutions, and should ensure that your solutions are correct.

3. A list of any resources required for students to complete the trail (Eg. rulers, calculators, string, tape measures, digital cameras, map, compass, first aid kit, other).

4. The syllabus outcomes (2012) for each set of activities.

5. A 200 word implementation guide detailing exactly how you would run your Mathematics Trail.

6. A 500 word justification of why your Mathematics Trail exemplifies 'best practice' in the teaching and learning of mathematics. You should use course readings and other mathematics literature to support your justification. Your justification should link explicitly to your particular mathematics trail and the activities designed.

Assessment criteria:

1. Submits all aspects of the assignment, and selects an appropriate site for the Mathematics Trail.

2. Designs five sets of engaging tasks that are age/stage appropriate and address a range of mathematical concepts.

Tasks should be open-ended, investigative, engaging and include accurate and comprehensive solutions.

3. Demonstrates a strong understanding of the NSW K-6 Mathematics Syllabus (2012) requirements.

4. Justifies the mathematics trail through the use of appropriate mathematics education literature; provides a clear and comprehensive implementation guide; and, appropriate ideas for integration across-curriculum areas including the cross-curriculum priorities (CCPs) and general capabilities.

5. Presents work professionally, with clear academic writing and within the word/time limit.

6. Uses the APA 6th edition referencing style correctly for both in-text citations and reference listings.

2. Report: Analysis of student work sample

ASSIGNMENT 2: ANALYSIS OF STUDENT PROBLEM SOLVING WORK SAMPLE

This assignment requires you to administer a mathematical problem to a primary-aged student (ie. Year 3 to Year 6), and to collect work samples that will be annotated and analysed in relation to the current NSW Mathematics K-10 Syllabus (2012). As a result of your analysis you will make suggestions for future directions for your student.

LENGTH: 2000 WORDS

ASSIGNMENT 2 DETAILS -

In order to complete this assignment you need to administer a mathematical problem to a primary school student (ie. Year 3 to Year 6), and to collect work samples that will be annotated and analysed in relation to the current NSW Mathematics K-10 Syllabus (2012). As a result of your analysis you will make suggestions for future directions for your student.

Task A -

1. Solve 'The Dinner Party Problem' (detailed below) yourself.

2. Provide at least two solutions to the problem, and include both concrete and abstract representations.

3. Use photos, drawings or diagrams, and algorithms to show your abstract and concrete solutions.

4. Include an explanation in words about how you solved both representations.

The Dinner Party Problem -

Jayne is having a dinner party for 20 people. She wants her guests to sit at a row of square tables.

Jayne knows that she can seat one person on each side of a table, but she does not know how many tables she will need to seat everyone. Four people can sit at one square table, and 6 people can sit at two square tables in a row.

How many square tables in a row will Jayne need to seat all 20 people for the dinner party?

Task B -

Select ONE student from Year 3 to 6 and have him/her attempt 'The Dinner Party Problem'.

Note: You should make available a range of materials such as paper, pens, pencils, rulers, or any other appropriate concrete materials you think the student might use.

The identity of the child should be protected and participation should be voluntary and with parental/caregiver permission. Parents/caregivers must sign a permission note which can be found on vUWS. Please do not include the permission note with your assessment, but you must maintain a copy for ethical purposes. NOTE: If your student finds 'The Dinner Party Problem' too difficult, administer the following problem instead:

The Three Cold Kittens Problem

Mother Cat is making mittens for her three cold kittens.

It takes two balls of wool to make mittens for one kitten.

1. How many balls of wool will Mother Cat need to make mittens for three little kittens?

2. If one ball of wool costs $2, how much money will the three sets of mittens cost to make?

NOTE: If your student finds 'The Dinner Party Problem' too easy, administer the following problem instead:

The Bag of Jelly beans Problem

Delta and Guy each have a bag of jelly beans.

Delta said, "Guy, if you give me 5 jelly beans from your bag, I'll have as many as you".

Guy laughed and answered, "No, you give me 5 of your jelly beans and I'll have twice as many as you".

How many jelly beans did they each have to begin with?

NOTE: ONLY USE ONE PROBLEM FOR YOUR ANALYSIS -you must provide a justification if you chose one of the alternative problems (ie. The Three Cold Kittens Problem or The Bag of Jelly beans Problem) if the 'The Dinner Party Problem' was not used.

- Interview the student to gather further information for your report.

- Code the questions you ask the student and the student responses (SI, 01 etc.), so that this information can be used in your analysis.

- Submit a transcript of this interview as a part of the Appendix for the assignment.

- During the activity, record any observations that would be relevant to assessing the student's thinking and achievement. The observations recorded must be submitted with the assessment. Code these observations (OS1 etc.), so that they can be used to justify the achievement or non-achievement of the mathematical outcomes addressed in the analysis.

- Collect, organise, annotate and submit the student's works samples that show their mathematical thinking as they investigate the problem. Code these work samples (WS01 etc.), and submit these work samples in the Appendix of the assignment.

- Using all of the evidence you have collected, write a report (approx. 800 - 1000 words) analysing the work samples, your observations and interview notes to determine the student's knowledge and thinking according to the current NSW K-10 Mathematics Syllabus (2012). Include direct links to the evidence by using your coding of the interview transcript, student observations and work samples, as well as the NSW K-10 Mathematics Syllabus (Eg. MA2-4NA), to indicate the multiple levels of achievement of this student.

- Justify your analysis discussion with references from at least five relevant sources and includes current mathematics literature, as well as the unit textbook.

Task C -

Suggestions for Improvement (Approx. 400 words)

- Describe three activities or pedagogical strategies that you would use to further develop your student's mathematical thinking. Include a rationale, based on your reading, for the activities or strategies that you describe.

- Ensure your recommendations address the issues reported in the analysis and clearly link to the identified needs of your particular student.

- If your suggestions are pedagogical strategies, please provide a brief example of an activity that exemplifies how you would implement your recommendation/s.

Include appendices:

- Coded interview transcript.

- Annotated and coded work sample.

- Coded observations of student behaviour and student comments/ explanations.

- Examples of alternate problems and/or activities to support your discussion of suggested improvements.

Assessment criteria -

1. Successfully solves given problem providing minimum of two different solution methods.

2. Provides facilitation of student understanding and accurately annotates work samples and associated documentation.

3. Analyses student's solution by referring to evidence gathered using literature, theory and curriculum to support discussion.

4. Makes appropriate recommendations for future directions that are clearly linked to analysis and includes suggested activities/pedagogical strategies to address the identified student needs.

5. Presents work professionally, with clear academic writing and within the word limit.

6. Uses the APA6th edition referencing style correctly for both in-text citations and the reference list.

Attachment:- Primary Mathematics and Numeracy Assignment Files.rar