HYPERLINK "https://lms.curtin.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_123748_1&content_id=_10535372_1" o "Alternative formats"
HYPERLINK "https://lms.curtin.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_123748_1&content_id=_10535372_1" o "Alternative formats" Assessment One Details
Assignment due 12th December 11.59 pm
Report
Analyse a set of childrens work samples on early number, place value, and multiplicative thinking.
Develop a suggested remedial plan.
Write a report
Use the set of childrens work samples on early number, place value, and multiplicative thinking -Work_Samples_of_Three_Children.pdf Work_Samples_of_Three_Children.pdf - Alternative Formats (Attached as another file named work sample)
Identify the specific aspect of mathematics that each child appears tonotknow.
Identify the relevant content description/s from the Australian Curriculum: Mathematics (provide the code and the relevant text from the content description, paraphrasing/quoting and referencing appropriately).
Comment about common misconceptions the children may be displaying.
Use resources such as FSiM (First step in Mathematics) to identify two suitable activities that you might use to help the child address their misconception/s and learn the particular mathematics needed.
Discuss how you might actually use each activity that you select and what you would expect the child to do and say.
What needs to be provided for each child?
For each child, you need to create a profile and plan that includes:
What the child appears tonotknow.
The relevant content description for what the child doesnotknow.
A discussion of common misconceptions might be displayed (this must be supported with references to academic literature [Hint use the resources from the unit]).
Two suitable activities to address what the child doesnotknow.
An explanation of how you would use each activity and your expectations of what the child might do and say as they work through the activities (include prompts that you could use to help the child with the activities).
What gets submitted?
What you need to submit as one document (word/page limits include all text [headings, in-text citations, captions, direct quotes]).
An introduction maximum of 300 words.
A profile and plan for each child (see above) maximum of 3 pagesper child(1.5 spacing and all margins at 2; the blank line between paragraphs; font 12 points Calibri).
A conclusion maximum of 300 words.
A reference list.
An appendix (if needed).
Essential readings: This is my university reading list
Reys, R. E. (2017).Helping children learn mathematics 2e. Wiley. https://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4748099#Chapter 7, 8, 12, 13.
Mathematics Hub. (n.d.). First steps in mathematics: Number book 1. Mathematics Hub. Retrieved December 2, 2022, from https://www.mathematicshub.edu.au/search/first-steps-in-mathematics-number-book-1/
(Mathematics Hub) FSIM Chapter 1, 2, 4, 5 and pages 68-73
Hurst, C., & Hurrell, D. (2014). Developing the big ideas of number.International Journal of Educational Studies in Mathematics,1(2), 1-18. https://dergipark.org.tr/en/pub/ijesim/issue/33755/373886Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics.Journal of Mathematics Education,7(3), 9-24.
https://jaymctighe.com/wp-content/uploads/2011/04/MATH-Big-Ideas_NCSM_Spr05v73p9-24.pdfRees, J. (2019).Exploring Maths Through Stories and Rhymes: Active Learning in the Early Years. Routledge. https://doi.org/10.4324/9780429452222Ross, S. R. (2002). Place Value: Problem Solving and Written Assessment.Teaching Children Mathematics,8(7), 419423. http://www.jstor.org/stable/41197845Howe, R. Learning and using our base ten place value number system: theoretical perspectives and twenty-first century uses.ZDM Mathematics Education51, 5768 (2019). https://doi.org/10.1007/s11858-018-0996-3Cooper, L. L., & Tomayko, M. C. (2011). understanding place value.Teaching Children Mathematics,17(9), 558567. http://www.jstor.org/stable/41199777Aunio, P., & Rsnen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight yearsa working model for educators.European Early Childhood Education Research Journal,24(5), 684-704. https://doi.org/10.1080/1350293X.2014.996424Hurst, C. (2015). The multiplicative situation.Australian Primary Mathematics Classroom,20(3), 10-16. https://search.informit.org/doi/abs/10.3316/aeipt.211924Downton, A., Giumelli, K., McHugh, B.et al.Impact of teachers professional learning on students learning of multiplicative thinking.Math Ed Res J(2022). https://doi.org/10.1007/s13394-021-00408-4Hurst, C., & Hurrell, D. (2020). Multiplicative Thinking: Pseudo-procedures are Enemies of Conceptual Understanding.International Electronic Journal of Mathematics Education,15(3)https://doi.org/10.29333/iejme/8567Malola, M., Symons, D., & Stephens, M. (2020). Supporting students' transition from additive to multiplicative thinking: A complex pedagogical challenge.Australian Primary Mathematics Classroom,25(2), 31-36. https://search.informit.org/doi/abs/10.3316/INFORMIT.284655920537973Hurst, C., & Hurrell, D. (2016). Investigating children's multiplicative thinking: implications for teaching.European Journal of STEM Education,1(3). https://researchonline.nd.edu.au/edu_article/180/Clarke, D. M., Roche, A., & Mitchell, A. (2008). Ten Practical Tips for Making Fractions Come Alive and Make Sense. Mathematics Teaching in the Middle School, 13(7), 372380. http://www.jstor.org/stable/41182579Roche, A. (2010). Decimats: Helping students to make sense of decimal place value.Australian Primary Mathematics Classroom,15(2), 4-11.
Barnett, C. (1994).Fractions, Decimals, Ratios, & Percents: Hard To Teach and Hard To Learn? Facilitator's Discussion Guide. Mathematics Teaching Cases. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. https://eric.ed.gov/?id=ED378050Zhang, L., Wang, Q., Lin, C., Ding, C., & Zhou, X. (2013). An ERP Study of the Processing of Common and Decimal Fractions: How Different They Are.PLoS One,8(7)https://doi.org/10.1371/journal.pone.0069487Vamvakoussi, X., & Vosniadou, S. (2010). How Many Decimals Are There Between Two Fractions ? Aspects of Secondary School Students Understanding of Rational Numbers and Their Notation. Cognition and Instruction, 28(2), 181209. http://www.jstor.org/stable/27806348Hurst, M., & Cordes, S. (2016). Rational-number comparison across notation: Fractions, decimals, and whole numbers.Journal of Experimental Psychology: Human Perception and Performance,42(2), 281. https://psycnet.apa.org/doi/10.1037/xhp0000140
School of Education
Teaching Number, Algebra and Probability in the Primary Years| Assessment 1 / Report |Total marks: 50
HD Exemplary (mark) D Excellent (mark) CR Proficient (mark) P Sound (mark) F Unresolved (mark)
Criterion 1
15 marks Profile and Plan for Child 1 The mathematics the child does not know is clearly identified and justified. Judiciously connects what the child does not know to content descriptors. Comprehensively describes misconceptions the child may be displaying and justifies with links back to the childs work. The activities to address at least one of the childs misconception/s are compelling and insightful.
How each of the two activities will be used and what the child may do shows sophisticated understandings into working with children.
Potential educator responses thoughtful. Relevant academic literature is judiciously used to support points made. Overall profile and plan is succinct and demonstrates insight regarding what the child does not know, misconceptions, and activity selection. The mathematics the child does not know is clearly identified and justified. Clearly reasoned connections between what the child does not know and the content descriptors. Clearly describes misconceptions the child may be displaying with pertinent links back to the childs work. The activities to address at least one of the childs misconception/s are considered and effective. How each of the two activities will be used and what the child may do shows a firm grasp of working with children. Potential educator responses effective. Considered and relevant academic literature is used to support points made. Overall profile and plan is convincing and demonstrates perceptive understanding of what the child does not know, misconceptions, and activity selection. Appropriately identifies the mathematics the child does not know. Connects what the child does not know to appropriate content descriptors.
Describes misconceptions the child may be displaying. Two relevant and suitable activities to address at least one of the childs misconception/s. Sufficiently outlines how each of the two activities will be used and identifies what the child may do and how the educator can respond. Appropriate and relevant academic literature referred to. Overall profile and plan is sufficiently detailed and demonstrates understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. Adequately identifies the mathematics the child does not know. Beginning connections of what the child does not know to relevant content descriptors. Emerging descriptions of the misconceptions the child may be displaying. Two adequate activities to address at least one of the childs misconception/s. Partially outlines how each of the two activities will be used, what the child may do, and how the educator can respond. Some academic literature referred to. Overall profile and plan is satisfactory, demonstrating beginning understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. The mathematics the child does not know is not identified or incorrect. Inappropriate or inadequate content descriptors are linked to what the child does not know. Inappropriate misconceptions identified. Description of the misconceptions the child may be displaying is not sufficiently detailed or justified. Activities to address at least one of the childs misconception/s are either not suitable or insufficiently detailed. Outlines of how each of the two activities will be used lacks sufficient detail. What the child may do and how the educator can respond is not appropriate or not provided. Limited, inappropriate or irrelevant academic literature referred to. Overall profile and plan does not provide all of the required information or is superficial.
Criterion 2
15 marks Profile and Plan for Child 2 The mathematics the child does not know is clearly identified and justified. Judiciously connects what the child does not know to content descriptors. Comprehensively describes misconceptions the child may be displaying and justifies with links back to the childs work. The activities to address at least one of the childs misconception/s are compelling and insightful.
How each of the two activities will be used and what the child may do shows sophisticated understandings into working with children.
Potential educator responses thoughtful. Relevant academic literature is judiciously used to support points made. Overall profile and plan is succinct and demonstrates insight regarding what the child does not know, misconceptions, and activity selection. The mathematics the child does not know is clearly identified and justified. Clearly reasoned connections between what the child does not know and the content descriptors. Clearly describes misconceptions the child may be displaying with pertinent links back to the childs work. The activities to address at least one of the childs misconception/s are considered and effective. How each of the two activities will be used and what the child may do shows a firm grasp of working with children. Potential educator responses effective. Considered and relevant academic literature is used to support points made. Overall profile and plan is convincing and demonstrates perceptive understanding of what the child does not know, misconceptions, and activity selection. Appropriately identifies the mathematics the child does not know. Connects what the child does not know to appropriate content descriptors.
Describes misconceptions the child may be displaying. Two relevant and suitable activities to address at least one of the childs misconception/s. Sufficiently outlines how each of the two activities will be used and identifies what the child may do and how the educator can respond. Appropriate and relevant academic literature referred to. Overall profile and plan is sufficiently detailed and demonstrates understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. Adequately identifies the mathematics the child does not know. Beginning connections of what the child does not know to relevant content descriptors. Emerging descriptions of the misconceptions the child may be displaying. Two adequate activities to address at least one of the childs misconception/s. Partially outlines how each of the two activities will be used, what the child may do, and how the educator can respond. Some academic literature referred to. Overall profile and plan is satisfactory, demonstrating beginning understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. The mathematics the child does not know is not identified or incorrect. Inappropriate or inadequate content descriptors are linked to what the child does not know. Inappropriate misconceptions identified.Description of the misconceptions the child may be displaying is not sufficiently detailed or justified. Activities to address at least one of the childs misconception/s are either not suitable or insufficiently detailed. Outlines of how each of the two activities will be used lacks sufficient detail. What the child may do and how the educator can respond is not appropriate or not provided. Limited, inappropriate or irrelevant academic literature referred to. Overall profile and plan does not provide all of the required information or is superficial.
Criterion 3
15 marks Profile and Plan for Child 3 The mathematics the child does not know is clearly identified and justified. Judiciously connects what the child does not know to content descriptors. Comprehensively describes misconceptions the child may be displaying and justifies with links back to the childs work. The activities to address at least one of the childs misconception/s are compelling and insightful.
How each of the two activities will be used and what the child may do shows sophisticated understandings into working with children.
Potential educator responses thoughtful. Relevant academic literature is judiciously used to support points made. Overall profile and plan is succinct and demonstrates insight regarding what the child does not know, misconceptions, and activity selection. The mathematics the child does not know is clearly identified and justified. Clearly reasoned connections between what the child does not know and the content descriptors. Clearly describes misconceptions the child may be displaying with pertinent links back to the childs work. The activities to address at least one of the childs misconception/s are considered and effective. How each of the two activities will be used and what the child may do shows a firm grasp of working with children. Potential educator responses effective. Considered and relevant academic literature is used to support points made. Overall profile and plan is convincing and demonstrates perceptive understanding of what the child does not know, misconceptions, and activity selection. Appropriately identifies the mathematics the child does not know. Connects what the child does not know to appropriate content descriptors.
Describes misconceptions the child may be displaying. Two relevant and suitable activities to address at least one of the childs misconception/s. Sufficiently outlines how each of the two activities will be used and identifies what the child may do and how the educator can respond. Appropriate and relevant academic literature referred to. Overall profile and plan is sufficiently detailed and demonstrates understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. Adequately identifies the mathematics the child does not know. Beginning connections of what the child does not know to relevant content descriptors. Emerging descriptions of the misconceptions the child may be displaying. Two adequate activities to address at least one of the childs misconception/s. Partially outlines how each of the two activities will be used, what the child may do, and how the educator can respond. Some academic literature referred to. Overall profile and plan is satisfactory, demonstrating beginning understanding of what the child does not know, the potential misconceptions, and activity selection to address misconception/s. The mathematics the child does not know is not identified or incorrect. Inappropriate or inadequate content descriptors are linked to what the child does not know. Inappropriate misconceptions identified. Description of the misconceptions the child may be displaying is not sufficiently detailed or justified. Activities to address at least one of the childs misconception/s are either not suitable or
insufficiently detailed.Outlines of how each of the two activities will be used lacks sufficient detail. What the child may do and how the educator can respond is not
appropriate or not provided.Limited, inappropriate or irrelevant academic literature referred to.
Overall profile and plan does not provide all of the required information or is superficial.
Criterion 4
5 marks Transcriptional elements of writing Essentially free from spelling, grammar, and punctuation errors. Fluent sentence and paragraph construction.5 marks Generally free from spelling, grammar, and punctuation,errors.Sentences and paragraphs are well-formed.4 marks Occasional minor spelling, grammar, and punctuation errors. Sentences and paragraphs are generally coherent.3 marks Frequent minor spelling, grammar, and punctuation errors. Some awkward construction of sentences and paragraphs.2.5 marks Frequent and serious spelling, grammar, and punctuation errors. Awkward or poor sentence and paragraph construction. 0-2 marks
Career
No marks Achievement in relation to career goals Exemplary awareness, understanding and engagement with theories, content, concepts, and skills in analysing children's mathematical understandings and identifying common misconceptions and activities to help the children learn the specific mathematics. You should consider using this in your DPP as evidence of achievement for Mathematics against APST 5.1. Comprehensive and wide ranging evidence of awareness, understanding and engagement with theories, content, concepts, and skills in analysing children's mathematical understandings and identifying common misconceptions and activities to help the children learn the specific mathematics. Sound evidence of awareness, understanding and engagement with theories, content, concepts, and skills in analysing children's mathematical understandings and identifying common misconceptions and activities to help the children learn the specific mathematics. Some evidence of awareness, understanding and engagement with theories, content, concepts, and skills in analysing children's mathematical understandings and identifying common misconceptions and activities to help the children learn the specific mathematics. Minimal and or incomplete awareness, and or understanding and engagement with theories, content, concepts, and skills in analysing children's mathematical understandings and identifying common misconceptions and activities to help the children learn the specific mathematics.
Integrity
Acting honestly, ethically and fairly is taken very seriously in the University and relates to the way you work with others and share information, conduct relevant research, incorporate evidence, acknowledge the ideas and work of others (which includes using APA7 referencing conventions correctly), and present your work.
Breaches are reported and can lead to penalties. Refer to Curtins Academic Integrity webpage, which provides comprehensive information and guidance. https://students.curtin.edu.au/essentials
/rights/academic-integrity/ As best ascertained, you are undertaking your studies ethically; exploring relevant research and situating your own ideas within the academic discourse; and using APA7 conventions consistently and precisely to reflect this. As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions. As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions. As best ascertained, you are undertaking your studies ethically, including applying APA7 paraphrasing, quoting and referencing conventions to acknowledge ideas of others gained from your reading and research; however, some minor errors indicate you need to be more vigilant about doing this accurately and consistently. Purposely left blank.
