WORD LIMIT 1600
WORD LIMIT 1600
Ensure you are using the APA format for word-processed assignments. This includes Times New Roman 12 pt. or Calibri 11pt, with 1.5 or double line spacing which makes the assignment easier to read, and written feedback easier to insert.
You are to:
a) Analysethewholenumber*assessmentdatafromachild/studentineitheranearlylearning environment (3-5 years old) or a primary school (6-12 years old) to determine the child/students current conceptual development of whole number (i.e., what does the child already know and understand about number and how do you know?). Interpret your analysis to show your understanding of the child/students ongoing whole number learning needs. Use the template provided to record your initial analysis of data and then start to conceptualise your analysis using the framework provided in the table at the start of the template. This will support the thinking that is required to write a formal report about your interpretation of the data. (LO3)
*NB: this assessment data will be provided for you. You will need to nominate to receive either Primary or Early Childhood data (see below)
b) Summariseyouranalysisofthechild/studentsdatainareportsuitableforreadingbyanin- service teacher. Include research-guided recommendations for subsequent learning based on pedagogical/ curriculum progression (i.e., what is the child ready to learn next and how do you know?). Remember that you are writing for an in-service teacher so the expectation is that you will make genuine attempts at using the appropriate mathematical pedagogical language/terms/phrases to describe the child/students understandings and strategies/ways of working mathematically within the area of whole number. (LO3)
c) Plan for teaching and learning experiences/activities based on the assessed and analysed data for two of the mathematics domains/focuses (LO4, LO5):
Early Childhood focus understanding quantities and patterning. Primary focus place value and multiplicative thinking.
Suggested steps for completing this assessment task:
Pre. Choosewhichassessmentdatayouwishtoworkwitheitheranearlychildhoodlearnerora primary student. Go to LEO and record your choice before the end of Week 4 (25 August 2023). Your tutor will then provide whole number assessment data for you to analyse and interpret.
Analyse and interpret the assessment data provided in terms of mathematical understandings and mathematical proficiencies/processes/strategies/ways of working mathematically, as addressed in the EDMA290 content and readings. The first table in the provided template is to be used to organise and structure this initial analysis.
Formalise your analysis of the data further and present your data analysis in a report suitable for an in-service teacher (i.e., using appropriate mathematics education language and terms) to demonstrate your pedagogical reasoning about the child/students mathematical knowledge, strategies and ways of thinking and working mathematically, using evidence from the data. Include one or two statements addressing recommendations for the child/students ongoing mathematical learning needs, based on the child/students readiness to learn as evidenced by your data analysis. These recommendations need to be aligned with mathematics education research and relevant pedagogical/curriculum documentations.
Design a teaching and learning plan for the child/student, assuming that other children in the centre/classroom will benefit from the planned teaching. Focus on demonstrating pedagogical reasoning for two areas that were assessed through the use of the interview used to collect the data: Early Childhood focus: patterning and understanding quantities; Primary focus: place value and multiplicative thinking). The EDMA290 lecture and tutorial material, the set readings, and the teaching resources from this unit outline and the LEO site all provide support for your design of the teaching and learning plan and the
learning experiences/tasks. You are welcome to use any of the resources shared with you in the EDMA290 unit. All planning recommendations need to be supported by mathematics education academic/research literature. Please do not select learning experiences/tasks from sources that are not reputable (e.g., blog posts, Teachers Pay Teachers, Twinkl, etc.). These sources are generally not informed by advice from mathematics education literature and often do not align with the practices and principles of effective mathematics teaching as shared with you in EDMA290.
Complete the relevant Teaching and Learning Plan/Matrix provide in the template on LEO. Include the students name, grade or age, and school. Write a brief rationale for your teaching and learning plan to demonstrate your pedagogical reasoning about the content of the plan, briefly justifying planning decisions. This rationale is a short statement that captures succinctly the contents of your teaching and learning plan. The rationale should also include how the planning for learning impacts on children/students understanding of Number as an important tool to make sense of the world they live in, and how the content of the teaching and learning plan sets high expectations for learning and promotes positive attitudes for mathematics.
Your teaching and learning plan content will address the following key points related to the selection and implementation of your chosen learning experiences/tasks:
The learning intentions/goals of the teaching and learning plan (these should be directly related to what you have analysed the child/student still needs to learn, or is ready to learn next, and must be concept focused, not just content focused)
Links to pedagogical/curriculum documentation (these can be copied and pasted from the relevant documentation)
Selection of two (2) appropriate learning experiences/tasks/games/activities for each area (this means that you will be presenting your pedagogical reasoning for four (4) learning experiences/tasks in total). The name, source, and a very brief description is all that is needed. Details of learning experiences/tasks/games/activities are to be included in an appendix where appropriate.
Planned key teaching strategies to use for effective implementation of the learning experiences/tasks/games/activities (e.g., how are you going to introduce the task; will the task be instructed/modelled or will it be an open-ended exploration; will you use whole class, individual and/or small group work; what will you be doing as the teacher while the students are working on the task; what type of maths talk/discussions about the task do you plan to orchestrate; etc.)
Planned teacher questions to be used to challenge and/or scaffold children/students learning whilst engaged in the tasks/games/activities these need to be open-ended and relate directly to the learning intentions/goals.
Planned key resources (manipulatives, representations, diagrams, ICT) used to enhance and support child/student conceptual understanding.
Planned assessment strategy/criteria how will you know when/whether learning intentions/goals have been achieved? (Please note: pre-service teachers focusing on the data from the child in an early learning centre will focus their pedagogical reasoning in this section on learning stories)
Please use the provided mathematics teaching and learning plan template to ensure you include all required information, and therefore, meeting the expectations of the learning outcomes for Assessment Task 2.
Note:
We are not asking for full lesson plans in this assessment task.
Resources
Student ID- S00334880
Password falconXT8
https://leo.acu.edu.au/pluginfile.php/6026916/mod_label/intro/2013%20Mathematics%20Assessment%20Interview%20-%20Number%20only.pdfhttps://leo.acu.edu.au/pluginfile.php/6026917/mod_label/intro/FDI%20data%20-%20Tips%20for%20writing%20a%20report%20-%20EDMA290%20FINAL.pdfhttps://leo.acu.edu.au/pluginfile.php/6026915/mod_label/intro/Foundation%20Detour%20Interview%20%28FDI%29%20script.pdf
https://leo.acu.edu.au/pluginfile.php/6026917/mod_label/intro/MAI%20data%20-%20Tips%20for%20writing%20a%20report%20-%20EDMA290%20FINAL.pdf
MacDonald, A. (2018). Mathematics in early childhood education. Oxford University Press. Sullivan, P. (2011). Teaching mathematics: Using research-informed strategies. Australian
Education Review, 59. Australian Council for Educational Research. Recommended references
Baker, P., Callingham, R., & Muir, T. (2023). Primary mathematics: Integrating theory with practice (4th ed.). Cambridge.
Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. Boaler, J. (2016). Mathematical mindsets. Jossey- Bass.
Booker, G., Bond, D., & Seah, R. (2020). Teaching primary mathematics (6th ed.). Pearson Australia.
Clarke, D. (2005). Written algorithms in the primary years: Undoing the good work? In M. Coupland, J. Anderson, & T. Spencer (Eds.). Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers). Adelaide, Australia: AAMT, pp. 93-98.
Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number. Rigby Harcourt Education.
Haylock, D. & Manning, R. (2019). Mathematics explained for primary teachers (Australian ed.). Sage Publications.
Haylock, D., & Cockburn, A. D. (2017). Understanding mathematics for young children (5th ed.). Sage Publications.
MacDonald, A. (2018). Mathematics in early childhood education. Oxford.McIntosh, A., & Dole, S. (2004). Mental computation: A strategies approach. Department of
Education, Tasmania.Reys, R. E., Rogers, A., Bennett, S., Cooke, A., Robson, K., Ewing B., & West, J. (2022). Helping
children learn mathematics (4th ed.). John Wiley & Sons Australia.Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing primary mathematics
teaching: Reflecting on practice with the knowledge quartet. Sage publications.Siemon, D. (2021). Teaching mathematics: Foundations to middle years (2nd ed.). Oxford University
Press.
Australian Curriculum Mathematics (v.9)Early Years Learning Framework Belonging, Being & Becoming (v. 2.0)
-3828131768100
TEMPLATE AT2: Assess student learning: Interpret and report on student data and recommend a specifically targeted teaching planNB. please delete all red text prior to submission these are instructions only
Data Analysis: Student in a primary school
Analyse the data using the following table (~200 words)
STUDENT NAME:
GRADE:
SCHOOL:
DOMAIN INITIAL ANALYSIS NOTES (what the student can do) CONCEPTUALISING ANALYSIS (moving from what they can do to what this indicates they understand conceptually)
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 (Primary) (~1000 words)
STUDENT NAME:
GRADE:
SCHOOL:
RATIONALE FOR TEACHING AND LEARNING PLAN:
This is a short paragraph (no more than 3 sentences) justifying your planning decisions why have you selected, and chosen to implement, your learning experiences/tasks in this particular way?
PLANNING CONSIDERATION PLACE VALUE MULTIPLICATIVE THINKING
Learning intentions / Learning goal
(these should be directly related to what you have analysed the child/student still needs to learn, or is ready to learn next, and must be concept focused) Links to curriculum documentation
(copy and paste these from the relevant documentation) Selection of two tasks/ activities/games
(name and source each activity along with a very brief description) Key teaching strategy and implementation
(brief description of how you plan to implement the task, including the most impactful teaching strategies. Ensure you source research/ evidence-based pedagogical approaches) Teacher questions
(key probing questions to challenge and/or scaffold student thinking open-ended and relating 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 when/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)
