Assessment 2: Details and instructions

Assessments

Assessment 2: Details and instructions

Assessment 2: Details and instructions

Assessment 2Critical analysis of mathematics learning activities: Measurement and Space

Weighting50%

Word count/length3000 words

(+/-10%; The reference list is not included in the word count but in-text citations are)

SILOs

Articulate understanding of mathematical knowledge and skills appropriate for primary teaching and communicate these in a scholarly and appropriate manner. (SILO 1)

Evaluate mathematics learning and teaching resources. (SILO 2)

Identify and discuss appropriate pedagogies for the delivery and assessment of mathematical understanding and problem-solving skills. (SILO 3)

Justify the selection and adaptation of learning resources that address student learning needs and promote student achievement. (SILO 4)

FeedbackMarked rubric up to 3 weeks after submission

Purpose

This task is designed to give you experience in selecting two mathematics learning activities that have the potential to support student development of learning outcomes associated with the Australian Curriculum: Mathematics, the Victorian F-10 Curriculum, or the NSW Curriculum: Mathematics, in Measurement or Space strands.

Task details

This assessment task involves:

select two mathematics learning activities (in Measurement and Space) in Primary contexts, then deconstruct them in terms of:

a) their relevance to the curriculum; b) big ideas of Measurement or Space;

c) their utility for fostering mathematical thinking and learning;

Identifying and addressing student misconceptions (or difficulties, noted in the Booker, et al. (2020) textbook, but may find other sources in the research literature).

You need to justify your choice from different perspectives. You must support your ideas from multiple sources.

Instructions

Assessment Task 2 builds on the activities you have been engaging in during the tutorials and online learning materials. AT2 requires you to write up, more formally, the ideas and activities similar to those presented to your tutorial group each week.

Select two mathematics learning activities (one in Measurement and the other in Space) suitable for the year level(s) (two different year levels) of your choosing.

Link each mathematics learning activity to one of the big ideas of Measurement or Space (covered in lectures, online learning materials, tutorials, the Booker and Van de Walle texts, and AAMT Top Drawer, etc.). It is worthwhile exploring the research on the Big Idea selected through searches in Google Scholar as well as e-journals and professional journals via the library [ASK a Librarian for assistance]);Determine the curriculum content addressed by the learning activities (ACARA, VCAA, or NSW curriculum; goals, aims and content addressed).

Explore how the learning activity addresses the aims and goals of the mathematics curriculum and other aspects of the curriculum - General Capabilities, Cross-curriculum Priorities, and, if relevant, other curriculum areas.

Determine how the learning activity addresses student learning needs and student misconceptions about the big idea of Measurement or Space selected.

Detail what students do, use, create, or make as a result of completing the learning activities.

For each mathematics learning activity selected, describe a sequence of learning that includes at least five mathematics learning activities - determine where in the sequence the learning activity selected is situated. The series of five activities can be listed as dot points. Full details for every activities are not needed. The main learning activity selected, however, will be described in more detail than the other four tasks. The list will show where the main task sits in the learning sequence. Any descriptions should make it obvious as to what the learning activities involves.

Justify your choices, decisions, and ideas from different perspectives: student learning needs and misconceptions, progressing learning via a sequence of tasks, and addressing the curriculum specifically and more broadly.

Find sources from the research literature and readings provided via the Library Reading List for the subject to support your ideas and claims made. You are encouraged to support your ideas from multiple sources.

You can use the Mathematics Learning Activity Planner (active link) to organise your ideas, resources, and readings in preparation for writing the essay for AT2. The planner is to assist in gathering ideas for AT2; it is not the format of AT2.

Resources and readings relevant to the assessment

ACARA and/NSW CURRICULUM related documents

The Booker and Van de Walle texts

AAMT Top Drawer

Other professional resources

Assessment Task 2 is to be presented as an essay. Points 1-9 should be addressed but do not have to be addressed in the order provided. It is up to you to figure out how you tie the ideas together. As you write, ask yourself, "Why is this learning activity really important to implement in the classroom, and what evidence can I use to be convincing that implementing the activity in the classroom is worthwhile?"

Please note:

The learning activities should be sourced from the required texts used in the subject, professional teacher articles, or educational websites.

You are not required to use headings or sections, but you may find them useful to organise your ideas.

Write complete paragraphs and proper sentences, and edit your work to eliminate minor grammatical and typographical errors before submitting it for assessment.

The word count is approximately 3000 words.

All headings are included in the word count.

The word count includes in-text citations, but the References

Make sure the description of the learning activities is sufficient to know how it would be implemented and what students would use, do or make.

An appendix is not necessary but may be included. If provided, the information provided in an appendix will not be used to determine the grade awarded.

Images may be inserted to illustrate what the learning activities involve. Make sure you refer to images in the body of the text. You need to be explicit about what you want the image to convey.

There is no set number of references to use. You should use as many as are required to support the various ideas and claims made and to acknowledge from where ideas were sourced.

Use the APA7 style guide to cite and reference sources of information.

The sequence of learning activities may be organised in a table or included as dot points. Either way, the goals of the learning sequence should be discussed in the body of the text.

You may write up the learning activity presented during a tutorial for AT2 - either one you presented or presented by another student.

Assessment criteria

Application of the curriculum and other documentation to support student learning and teaching practice.

Evaluation of the mathematics learning activity to address student learning needs and misconceptions.

Use of the literature on the teaching and learning of mathematics.

Application of mathematical language and academic writing skills to communicate in a structured, cohesive and ethical manner.

Please read the EDU5015 AT2 Rubric (active link) carefully while doing your assessment.