Interpret and report on student data and recommend a specifically targeted teaching plan Assignment

Data Analysis: Child in an early learning centre

INITIAL ANALYSIS NOTES 

hunches, insights, wonderings, initial interpretations

CONCEPTUALISING ANALYSIS 

moving from hunches to evidence 

1. current mathematical understanding (conceptual knowledge)
2. mathematical proficiencies/processes/ways of working and thinking mathematically (e.g., procedural knowledge and/or strategy use)
3. misconceptions or partially constructed understandings or proficiencies/processes
4. next learning? – concepts/strategies/processes the child/student is ready to focus on next in their whole number learning

Data-informed Report for an In-Service Teacher 

Use your notes from above to inform this section. In this section, re-present your data analysis in a report from suitable for an in-service educator (i.e., using appropriate mathematics education language and terms). Summarise the child’s mathematical conceptual (understanding) and procedural (strategies, proficiencies, ways of working mathematically) knowledge, supported by evidence within the data. Include one or two statements addressing recommendations for the child’s ongoing whole number learning needs, based on their readiness to learn as evidenced by the data analysis (ensure these are conceptually focused). These recommendations need to be aligned with mathematics education research and relevant pedagogical documentation.

Targeted Teaching and Learning Plan

For this section, focus on your data analysis for the two areas: Patterning and Understanding Quantities. Use the teaching and learning plan below, you are to select two (2) appropriate learning experiences/ tasks/activities for each area, and demonstrate your pedagogical reasoning concerning effective implementation of those learning experiences/tasks/activities. 

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