Essay: Developing Early Number Understanding in Effective Mathematics Teaching EDUC1031

Task 2 (Numerator).

Assessment 3 resources folder

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  Assessment Task 3 (50%) Essay- Effective Teaching

  
  

Assessment Task 3 (50%) Essay- Effective Teaching

Attached Files:

• EDUC1031 1032 TNE Rubric A3.pdfEDUC1031 1032 TNE Rubric A3.pdf - Alternative Formats(104.74 KB)

AITSL Standards:

This assessment provides the opportunity to develop evidence that demonstrates these Standards:

1.2 Understand how students learn

1.5 Differentiate teaching to meet with the specific learning needs of students across the full range of abilities.

2.1 Content and teaching strategies of the teaching area

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1 Identify and plan professional learning needs

Assessment Task 3 (50%). Essay Effective Teaching

Word count: 1500 words plus or minus 10%. The marker will stop reading at 1650 words.

The use of Artificial Intelligence (AI) isnotpermitted for this assessment.

(See also the statement regarding academic integrity on p. 13 of the Unit Outline.Please also use the Curtin-approved version of Grammarly only if using Grammarly.)

Part A(Suggested word count = 1250;

Introducion = about 50-75 words)

Discuss the mathematical content knowledge & pedagogical content knowledge needed to develop children's understanding of pre-number and early number concepts.

("Pre-number" = before children work with numbers; "early number" = when children first start working with numbers.)

Choose three concepts from the following list ofpre-number and early number experiences:

• sorting & classifying


• patterning


• conservation of number


• subitising and group recognition


• comparison and one-to-one correspondence


• the process of counting (including forwards & backwards counting, and counting on)


• skip counting


• establishing benchmark quantities (such as 5 and 10)

(You can mention as many of the concepts as you like in your essay - they're all interconnected in some way! - but a minimum of three concepts needs to be discussed.)

"Mathematical content knowledge" relates to a teacher's own understanding of the concept; "pedagogical content knowledge" relates to a teacher's knowledge ofhow to teachthat concept. So:

• For"Mathematical content knowledge":what IS the concept (i.e. define and describe the concept) and why is the concept important for children's mathematical development? Where is the concept found in the Australian Curriculum: Mathematics (Version 9.0)? Why is the concept an important pre-requisite for learning other mathematical concepts?


• For"Pedagogical content knowledge":how can a teacher teach the concept in the classroom? How should the teacher act/behave? What should the teacher get students to do? What kind of activities are suitable for teaching that concept? (Here, you can mention theories of learning and refer to particular activities you've found.)

(Screen shots can be included if you wish but aren't compulsory. Support your discussion by citation of academic sources.)

Part B(Suggested word count = 250; Conclusion = about 50-75 words)

Reflect on your personal numeracy progress, including aspects of Mathspace, your LANTITE preparation, and learning from topics in this Unit. You can include screenshots to support your reflections. Identify experiences from the Unit which have helped you to develop confidence in mathematics and confidence in teaching mathematics.

Presentation Notes

For academic writing in this assessment, 5 marks are available.

Writing should be clear, succinct and it should comply with APA 7th edition style, with the exceptions that subheadings and limited use of dot points are permitted. Note that the word count includes all text (headings, in-text citations, captions and direct quotations). The word count excludes the endtext References.

Writing is to be in third person throughout the essay (no use of I or my, for example).

The required format for assessments in The Numerate Educator is:

11 pointCalibri (or similar)font, left margin 2 cm, right margin 4 cm, 1.5 line spacing.

The wide right margin and 1.5 line spacing are to allow for markers to insert comments.

In this unit, page numbers are required in all citations, whether these are quotation or paraphrasing. Endtext referencing for The Numerate Educator is made in 11 point Calibri (or similar) font and 1.5 line spacing. Endtext begins on a new page with the word Reference or References, centred and inbold. Each citation is presented in alphabetical order of author, separated with a line break. Endtext references are Hanging Paragraphs.

Upload your assessment as a single Word document, labelled as

Reading for Referencing:

TEXT BOOKS:

Primary and middle years mathematics : teaching developmentally

E-book

Van de Walle, John A.,, Karp, Karen S.,; Bay-Williams, Jennifer M.,; Brass, Amy,; Van de Walle, John A., ([2019]), Primary and middle years mathematics : teaching developmentally , First Australian edition., Melbourne, VIC :, Pearson Australia

Place Value: Problem Solving and Written Assessment

Article

Ross, Sharon R, (2002-03-01), Place Value: Problem Solving and Written Assessment, in Teaching children mathematics, National Council of Teachers of Mathematics, 8(7), pp. 419 - 423

Follow-up reading:

• Ross, S. (2002). Place value: Problem solving and written assessment. Teaching Children Mathematics, March, 2002, 419-423

Pre-readings:

• Textbook Developing fraction concept (pp. 343-374).

• Developing fraction concepts:https://www.pearsonhighered.com/content/dam/region-na/us/higher-ed/en/products-services/course-products/vandewalle-9e-info/pdf/0133768937.pdf

Pre-readings:

• Textbook


• Algebraic thinking, patterns and functions (pp. 303-310).