7111EDN AT1: Concept map and application of theory

7111EDN AT1: Concept map and application of theory (30%)

Task Description

In this assessment item we will explore a range of theories and applied considerations on how young children acquire knowledge and skills, in the first 1-2 weeks of the course. Your task is to briefly summarise the aspects of a range of theories related to teaching and learning mathematics (F-3); elaborate on one chosen theory and/or consideration that resonates with your own developing teaching philosophy; connect this to a practical classroom example; and, critique the approach you explained.

You are required to respond as follows:

Identify the main aspects of key educational theories/considerations, regarding the physical, social, and intellectual development and characteristics of students, related to mathematics teaching and learning in years F-3. Briefly summarise the main aspects as dot points only (template provided, one page).

Select one theory or consideration that resonates with your own developing philosophy and create a concept map to expand upon the theory to illustrate how related aspects of this theory would apply to teaching mathematics to students in years F-3.

Further to this, include in your concept map the application of your chosen theory/consideration to teaching: a classroom task for introducing one mathematical concept (involved with multiplicative thinking), and one related skill/strategy. Include a focus on relevant mathematical language to be used, and incorporate visuals to support your ideas e.g. materials, graphic organisers, provocations, etc. (one page for parts (b) and (c).

Justify through explanation and critique how the approach/es you have described (concept map, part (c)), informed by theory/applied consideration, would be a suitable approach for introducing the mathematical concept, skill and /or strategy (300-400 words). For instance, you could incorporate literature to show how research supports your suggestions, or how research does not support a different approach. You could incorporate insights by the theorist/consideration to strengthen your justification. You could link the activity you described to student development (the physical, social and intellectual development and characteristics of students), or student development of higher order thinking skills, or curriculum Proficiencies (Australian Curriculum: Mathematics, v8.4), for example.

Australian Professional Standards for Teachers (APST's) for this assessment item are 1.1, 2.1, 2.5.

Marks and Feedback

Feedback will be made available in SpeedGrader. Marks and feedback are generally released 2 3 weeks after the due date. Marks for assignments submitted late will be released as they become available, generally within 2 3 weeks of submission. The feedback can appear in 2 different locations:

Quick Mark comments located directly on your paper.

General comments these appear to the right of your marked paper when the comments tab is open.

Criteria & Marking:

You will be assessed on the following criteria:

The ability to summarise various theories and identify the main aspects regarding the physical, social, and intellectual development and characteristics of students, related to mathematics teaching and learning in years F-3 (10 marks).

Elaboration on one theory and it's application of content to introduce (teach) one mathematical concept and related skill/strategy, demonstrated through the design and appearance of a concept map.

Your justification of the suitability of the approach illustrated in the concept map, through explanation and critique.

Please note levels of *Personal literacy as outlined in the criteria:

Excellent personal literacy would be exemplified by an error free academic writing style, with fluent, concise and cogent discussion that adheres to the word limits. Justification is informed by an outstanding range of quality scholarly literature, and include accurate APA 7 referencing.

Very high personal literacy would be exemplified by a mostly error free academic writing style (very minor errors), with highly effective discussion that adheres to the word limits. Justification is informed by a very good range of quality scholarly literature, and include accurate APA 7 referencing.

High personal literacy would be exemplified by a mostly error free academic writing style (some editing required), with effective discussion that adheres to the word limits. Justification is informed by a good range of quality scholarly literature. Very minor errors with APA 7 referencing.

Satisfactory personal literacy would be exemplified by an appropriate academic writing style (some editing required), with adequate discussion with some improvement needed, and/or writing that does not adhere to the word limits. Justification is informed by some use of quality scholarly literature. Regular errors with APA 7 referencing.

Unsatisfactory personal literacy would be exemplified by an unsuitable academic writing style (e.g., frequent grammar, spelling, punctation, language, formatting errors), with poor/incomplete discussion that does not adhere to the word limits. Justification is supported by little use of quality scholarly literature. Incorrect or incomplete APA 7 referencing.

Submission:

Text Matching Tool - Turnitin.

7111EDN AT1: Concept map and application of theory (30%)

(This template is for part A)

For each of the key educational theories/consideration listed in the template:

Identify the main aspects regarding the physical, social, and/or intellectual development (if relevant) and characteristics of students, related to mathematics teaching and learning in years F-3.

Briefly summaries the main aspects as dot points only (one page).

Main aspects of the theory related to mathematics teaching and learning in Years F-3

(Indicate whether main aspects relate to physical, social and/or intellectual development and characteristics of students)

Behaviourist Theory

Skinner-

There are three aspects of learning. Firstly, learning is show by change in behavior. Secondly, the behavioral will change permanent. Lastly, the change behavior might not change immediately but it will be following the learning experience (Omomia & Omomia, 2014).

In mathematics class, behaviorist is applying rewards and punishment system it will be effective for students (social interaction / norms). To communication and modeling require the teachers has good communication to students to directly to content and knowledge (sit on the mat physical development/ teacher-centred) (Huang, Takahashi & Ponte Joao Pedro, 2019).

In mathematics, makes mistake is an effective way for the students to learning as enhance the discrimination and understanding of problem-solving methods and knowledge (the teachers setup the problem situation first and then introduce the new content to students (student F-3 characteristic Learner-centred experiences and processes/ intellectual development) (Lessani, Yunus, Bakar & Khameneh, 2016)

Cognitive Theories

Piaget

There are four stage for children cognitive development such as sensorimotor stage (birth to 2 year-old) able to finding object and simple math (eg, one dog, two dogs.; operational stage (2 to 7 year-old) is limited logic and problem-solving tasks( eg, who has more block) ; concrete operational (7 to 11 year-old) is untilse their senses in order to know and they will consider two or three dimensions simultaneously instead of successively (student F-3 characteristic); lastly formal operational (11 to adult) (student F-3 characteristic) they will develop abstract thought patterns where reasoning ( ).

Bruner

To applies actions, real words, iconic and symbolic for students to understand the content. The construction of mathematic is based on meaningful experience for student to evaluation of the mathematic, instead the teacher provides everything for them (Learner-centred experiences and processes/ intellectual development). ( )

CPA Theory

To allow the student to physical manipulation of the objects (Fine/ motor skills -physical) followed through learning pictorial of manipulation and solving problem using abstract notation ( ).

Language Model

Social Constructivist

Vygotsky

Dienes

Self-concept theories

Mindsets

Sociological theories

Information-processing theory

Educational Neuroscience

Play-based learning

Reggio Emilia Approach OR Waldorf Schools Steiner OR Montessori

PLEASE READ THEN DELETE THIS AND THE FOLLOWING TEXT For example, for the theory of radical constructivism (not a requirement in this assignment), I could explore Ernst von Glaserfelds work: - Exploration of our experiential world can help us do things differently and, perhaps, better, and constitutes the testing ground for our ideas (von Glaserfeld, 1984).- In mathematics, exploration and play (social interaction provide opportunities for learners to work together (Duchesne et al., 2021)) is relevant to learning in the early years (characteristic of students F-3 - Learner-centred experiences and processes (Duchesne et al., 2021))- Students use concrete materials to represent mathematical understandings and processes and test their ideas (fine motor skills - physical development (Duchesne et al., 2021)).Von Glasersfeld, E. (1984). An introduction to radical constructivism. The invented reality, 1740, 28.Duchesne, S. McMaugh, A., & Mackenzie, E. (2021). Educational psychology for Learning and Teaching. Cengage Learning Australia.

Reference

Huang, R., Takahashi, A., & Ponte Joao Pedro (Eds.). (2019).Theory and practice of lesson study in mathematics : an international perspective(Ser. Advances in mathematics education). Springer. https://doi.org/10.1007/978-3-030-04031-4Lessani, A., Yunus, A. S., Bakar, K. A., & Khameneh, Z. (2016). Comparison of learning theories in mathematics teaching methods. InFourth 21st CAF Conference in Harvard, Boston, Massachusetts, USA(Vol. 9, No. 1, p. 10).

Omomia, O. A., & Omomia, T. A. (2014). Relevance of skinners theory of reinforcement on effective school evaluaution and management.European Journal of Psychological Studies, (4), 174-180.