PST name: Daniella DawoodStudent number: S00298262

PST name: Daniella DawoodStudent number: S00298262

AT2: Assess student learning: Interpret and report on student data and recommend a specifically targeted teaching plan

Data Analysis: Student in a primary school (~200 words)

STUDENT NAME: Abdul

GRADE: 4

SCHOOL: Elsewhere Primary School

INITIAL ANALYSIS NOTES

hunches, insights, wonderings, initial interpretations (very brief notes) CONCEPTUALISING ANALYSIS

moving from hunches to evidence:

current whole number understanding (conceptual knowledge)

mathematical proficiencies/processes/ways of working and thinking mathematically (e.g., procedural knowledge and/or strategy use)

misconceptions or partially constructed understandings or proficiencies/processes

next learning? concepts/strategies/processes the child/student is ready to focus on next in their whole number learning

Counting

Place Value

Additive Thinking

Multiplicative Thinking

Data-informed Report for an In-Service Teacher (~400 words)

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 students 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 students 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 curriculum documentation.

Targeted Teaching and Learning Plan (~1000 words)

For this section, focus on your data analysis for the two areas: Place Value and Multiplicative Thinking. 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. Make sure that the learning experiences/tasks/activities are appropriately challenging for the student and that they align with the practices and principles as shared with you in EDMA290. Please do not use sources like blogs, Teachers Pay Teachers, or Twinkl as sources to inform this teaching and learning plan.

EDMA290 Teaching and Learning Plan/Matrix (Primary)

STUDENT NAME:

GRADE:

SCHOOL:

RATIONALE FOR TEACHING AND LEARNING PLAN:

(This is a short paragraph (no more than 3 sentences that demonstrates your pedagogical reasoning about the content of the plan), briefly justifying planning decisions what is in your teaching and learning plan and why you have selected and planned for the implementation in that way?)

PLANNING CONSIDERATION PLACE VALUE MULTIPLICATIVE THINKING

Learning intentions / Learning goal

(which concept and/or proficiency/process do you expect the student to learn/develop further?) Links to curriculum documentation Selection of two appropriate tasks/ activities/games

(name each activity along with a very brief description) Key teaching strategy and implementation

(brief description of how the task is to be effectively implemented, including the most impactful teaching strategy. Ensure you source research/ evidence-based pedagogical approaches) Teacher questions

(key probing questions to challenge and/or scaffold student thinking relate directly to the learning goal) Key resources

(identify key manipulatives/ representations (diagrams/images)/ ICT resources used to support students conceptual understanding) Assessment strategy / criteria

(how will you know whether the learning intentions/goals have been achieved) References

List all references cited that informed your pedagogical reasoning for this assessment task, providing evidence of your engagement with mathematics education literature recommended in the EDMA290 unit.

Appendices

Include any appendices like task instructions or templates or other supplementary information (if necessary)