This document provides details for three math resources that could be used in early childhood education. The first resource is a storybook about time called "What's the Time Mr. Wolf?" which allows children to learn about time in an informal way. The second resource is an online game called "The Number Partner" that helps children learn addition and subtraction strategies. The third resource is a computer game called "Toy Shop Money" that teaches children about Australian currency through simulated shopping experiences. Each resource is explained and its educational benefits and potential limitations are discussed. Reflections are also provided on how each resource aligns with educational frameworks and supports teaching strategies like scaffolding and differentiation.
This document provides details for three math resources that could be used in early childhood education. The first resource is a storybook about time called "What's the Time Mr. Wolf?" which allows children to learn about time in an informal way. The second resource is an online game called "The Number Partner" that helps children learn addition and subtraction strategies. The third resource is a computer game called "Toy Shop Money" that teaches children about Australian currency through simulated shopping experiences. Each resource is explained and its educational benefits and potential limitations are discussed. Reflections are also provided on how each resource aligns with educational frameworks and supports teaching strategies like scaffolding and differentiation.
This document provides details for three math resources that could be used in early childhood education. The first resource is a storybook about time called "What's the Time Mr. Wolf?" which allows children to learn about time in an informal way. The second resource is an online game called "The Number Partner" that helps children learn addition and subtraction strategies. The third resource is a computer game called "Toy Shop Money" that teaches children about Australian currency through simulated shopping experiences. Each resource is explained and its educational benefits and potential limitations are discussed. Reflections are also provided on how each resource aligns with educational frameworks and supports teaching strategies like scaffolding and differentiation.
This document provides details for three math resources that could be used in early childhood education. The first resource is a storybook about time called "What's the Time Mr. Wolf?" which allows children to learn about time in an informal way. The second resource is an online game called "The Number Partner" that helps children learn addition and subtraction strategies. The third resource is a computer game called "Toy Shop Money" that teaches children about Australian currency through simulated shopping experiences. Each resource is explained and its educational benefits and potential limitations are discussed. Reflections are also provided on how each resource aligns with educational frameworks and supports teaching strategies like scaffolding and differentiation.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 13
1
Assessment 3: Folio
EDU20002 Maths in Practice
Assessment 3: Folio
Student Name: Marnie Houghton
Student ID: 1700332
Due Date: 29th October 2018
2 Assessment 3: Folio
Theme/title of item: Developing written maths in formal and informal settings Evidence: The chosen resource is ‘What’s the time Mr Wolf?’, written by Debi Gliori. This book assists children in developing written mathematical skills about time. The book explores Mr Wolf’s daily encounters with different fairy tale characters at different times throughout the story.
(What’s the time Mr
Wolf?, n.d.). Explanation of the evidence: Reading stories is an adaptable method to allow children to make informal connections with time using a variety of mathematics lesson plans. The story provides many representations of time including the analogue clock, and time written in words (eg. seven o’clock). It is also a simple and fun way to introduce the concept of time to children. The Australian Curriculum states that children in Foundation level must be able to “compare and order duration of events using everyday language of time” (ACMMG007) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014a). A potential limitation of the book is the frequent use of an analogue clock, which at foundation level, may be difficult for some children to understand and read the time on the clock face.
Reflection linked to knowledge, practice and engagement:
This resource supports many teaching strategies as a key pedagogical tool known as ‘pedagogical interactions’ (Siraj-Blatchford, Muttock, Sylva, Gilden & Bell, 2002). These interactions include the educator asking open ended questions to pairs or groups of students to encourage collaboration and discussion. This is known as scaffolding where the educator utilizes the children’s responses. This promotes children’s social and cognitive development as well as children’s natural curiosity of the concept ‘time’. (Siraj-Blatchford. et al., 2011). There is evidence that using stories as a classroom resource has a significant impact on developing the level of mathematics knowledge in children (Young-Loveridge, 2004; Wilburne, Keat, & Napoli, 2011). Combining the use of literacy into a mathematics lessons has been shown to increase motivation, engagement, and positivity towards mathematics (The Australian Association of Mathematics Teachers Inc, 2015). This resource has clear links to Bishop’s ‘explaining’ category. The children will develop understandings of time and the relationship of the big and the little hands, and 3 Assessment 3: Folio
how this links to the written time. (MacMillan, 2009).
Theme/title of item: Making connections Evidence: This resource has clear links to the Mathematics strand, ‘Number and Algebra’, in the Australian Curriculum, and the content descriptor: “Explore the connection between addition and subtraction” (ACMNA029), (ACARA, 2014b). The Number Partner resource allows children to learn simple strategies such as partitioning by breaking up larger numbers into smaller numbers and finding different ‘partners’ for one number. 4 Assessment 3: Folio
The Number Partner. Education
Services Australia Ltd, (2013). http://www.scootle.edu.au/ec/viewing/L103/index.html Explanation of the evidence: This resource will be used within a grade 2 classroom. Access to ICT resources (such as iPad’s, or computers) in the classroom will allow the educator to run the lesson as pairs or groups. This provides flexibility and allows the teacher to focus on collaboration in smaller groups. Children will learn addition and subtraction strategies which is a vital skill for further mathematics development. Research shows that immersion in cognitive activities with a focus on mathematics will develop mathematical skills as well as confidence, perseverance and curiosity (Ellerton & Clements, 1994, as cited in MacMillan, 2009). This resource provides different options to choose suitable numbers and cater to the individual child, which is an important part of 21st century teaching and learning. Limitations of this resource include having the required number of ICT devices to allow each child to play the game during class, and the requirement that children will need to have previous knowledge on how to use and navigate using the resource. This can leave some children feeling negative towards mathematics. However, the benefits of this resource include allowing children to work alone on the equations given on the screen, through repetition and practice, and develop mathematical skills, such as counting on and using critical thinking. Reflection linked to knowledge, practice and engagement: It could be a great idea for children to be given concrete materials alongside this resource. This is beneficial especially for children that need further assistance with the technology component, such as using the concrete materials in front of them to find the answer to the equations. This resource offers flexibility as educators can tailor the lesson as they deem necessary. This strategy works great alongside scaffolding, as it allows the educator to respond to each child individually, and children will be able to participate and engage with the resource effectively (Munro, 2012; Sullivan, 2011). 5 Assessment 3: Folio
Theme/title of item: Designing meaningful ICT, purposeful activities
Evidence: This resource focuses on Australian currency and is vital skill for children to learn. This resource also provides a variety of levels where the children can select to focus on one coin or a mix of coins to purchase the items given on the screen. Then they can choose whether they want to pay with the correct amount with the coins. An example would be if there is a small toy car for 20c, how many 5c coins do they need. Another option with this resource is that children need to work out how much change would be given after buying one of the items.
This resource allows children to develop their knowledge of Australian currency and apply the concepts of addition and subtraction. This resource is beneficial for all children as is gives them real life skills and children can see a real purpose to the learning experience (Pearce, 2016). This resource allows children to build knowledge of Australian money. Research demonstrates there are many positive outcomes for students who engage with ICT materials (Mayer, 2008, as cited in Eady, & Lockyer, 2013; Aubrey, & Dahl, 2008). Using ICT into the classroom is essential in the 21 st century and is one of the general capabilities in the Australian Curriculum (ACARA, 2014c). This resource provides children with lifelong practical skills. It also has flexibility to extend the experiences (OECD, 2010, as cited in Eady, & Lockyer, 2013; Burnett, & Daniels, 2015). A limitation of this resource could be that some children may not have the skills to perform the tasks on the computer.
Reflection linked to knowledge, practice and engagement:
This resource allows educators to explore many different types of teaching strategies, but one main one would be the differentiated teaching strategy. This allows the educator to modify and change the lesson based on how the children’s learning is going (Victoria State Government Education and Training, 2017). This resource is meaningful to children, as it allows them to make real life connections to the Australian currency, and on my placement experience I found many different extensions the teachers will be able to apply. 7 Assessment 3: Folio
Theme/title of item: Assessing, anticipating, extending children’s learning
Evidence: This resource is called ‘Sort it out’, and children will be required to sort and arrange objects and pictures by shape, colour, or size and record the data. Next the children will be given feedback by the educator, and then complete a self-assessment. (See self-assessment example).
Sort it out. Retrieved from:
http://syllabus.nesa.nsw.edu.au/assets/global/files/maths__k6_sampleafl.pdf (Board of Studies
New South Wales, n.d.). Explanation of the evidence: This resource has versatility and can be used with other subjects in the curriculum. The resource can be used as an individual or a peer assessment strategy. This adds an area of social cognitive development to the resource, which is another key developmental milestone for children. This resource also assists the early mathematical development in children, by focusing on the achievement standard for Mathematics in the Australian Curriculum. At foundation level, the curriculum states that children must be able to group objects based on common characteristics and sort them (ACARA, 2014d). This allows children to oversee their own learning. When children are involved in their own learning and assessments, it develops confidence in their learning (NZ Ministry of Education, 2014; Flottman, Stewart, & Tayler, 2011). This resource allows educators to anticipate and extend the children’s learning, as assessing is an ongoing process that capture the children’s developmental abilities 8 Assessment 3: Folio
(Bagnato, 2007, as cited in Flottman, Stewart, & Tayler, 2011).
Reflection linked to knowledge, practice and engagement: Allowing children to engage with their own learning and assessment encourages collaboration between student and teacher. Educators will need to develop a reflective practice to strengthen the teaching and learning environment (Ewen, 2014). This provides insight into the children’s developmental stages. Effective assessments will need to reflect the individual child (Flottman, Stewart, & Tayler, 2011) and involve the evaluation of children’s, strengths, interests and abilities. This allows educators to plan future lessons based on the data gathered as children’s learning and development changes rapidly. 9 Assessment 3: Folio
References
Aubrey, C., & Dahl, S. (2008). A review of the evidence on the use of ICT in the Early Years
Foundation Stage. Early Childhood Research Unit: University of Warwick. Becta
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014a). Foundation
to year 10 Curriculum: Mathematics. (ACMMG007). Retrieved from:
Wilburne, J. M., Keat, J. B., & Napoli, M. (2011). Cowboys count, monkeys, measure, and
princesses problem solve: Building early math skills through story books. Baltimore,
MD: Paul H. Brookes Publishing Co. Inc
Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books
and games. Early Childhood Research Quarterly. 19. pp82-98.
13 Assessment 3: Folio
Images
Sort it out. [Image]. (n.d.). Board of Studies New South Wales. Retrieved from: http://syllabus.nesa.nsw.edu.au/assets/global/files/maths__k6_sampleafl.pdf.
The Number Partner. [Image]. (2013). Education Services Australia Ltd. Retrieved from: http://www.scootle.edu.au/ec/viewing/L103/index.html
What’s the time Mr Wolf? [Image]. (n.d). Retrieved from:
