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Maths and learning – Primary Education
In this assignment, you will be presented with a scenario of a primary student who has completed an assessment item relating to concepts in the mathematics strand called Number. The student may have completed tasks unsuccessfully or inefficiently.
Your task will be to offer a response to the scenario, as a future teacher, and suggest how the student might be supported through an appropriate teaching intervention. One way to think about the intervention is the three intersecting circles – content, pedagogy and student
Please use the following headings in your assignment.
• Introduction
• Numeral identification
• Counting sequence
• Subitising
• Combining and partitioning
• Conclusion
Under each heading, please think about, analyse and include:
• What the student can do and how do you know;
• What the student can’t do, or do efficiently and how do you know;
• Goals – What skills/understandings would we like the student to develop now and why;
• Tools – What will you do to help the student develop these new skills/understandings. Please don’t feel the need to put in elaborate, detailed lesson plans. We are just wanting a brief description, that explicitly identifies the purpose of the general activity (e.g. number line).
Please justify all of your decisions and use references to support your claims. You must reference the appropriate K-6 syllabus (e.g. NSW syllabus)
http://k6.boardofstudies.nsw.edu.au/go/mathematics
(See uploaded Video/ transcript of scenario of the selected primary student)
See Marking Criteria-
Criterion (Fail, Pass, Credit, Distinction, High D)
Understanding of the scenario 35% –
The student has not comprehended or identified the key ideas within the scenario. The student has identified the key responses within the scenario in a limited way. The student has satisfactorily understood and analysed the key student responses within the scenario. The student has analysed the key responses and accurately diagnosed the learner’s current stage of development with very good justification and its implications. The student has analysed the key responses and accurately diagnosed the learner’s current stage of development with excellent justification and implications.
Knowledge of pedagogy 40% –
The proposed teaching and learning sequence is haphazard and incoherent. The proposed intervention contains a satisfactory teaching and learning sequence. However, lacks detail or appropriate scaffolding.The proposed intervention contains a plausible teaching and learning sequence with some good teaching ideas and basic scaffolding.The proposed teaching and learning sequence is constructive with some very detailed analysis of the teaching ideas. The proposed teaching and learning sequence is an insightful, creative and well-supported intervention strategy for extending the student.
Knowledge of subject content -20%
Underlying mathematical concepts not addressed. Underlying mathematical concepts listed but lack detail. Underlying mathematical concepts described with only superficial analysis. Underlying mathematical concepts clearly described. Good analysis of the concepts in relation to a learning sequence. Underlying mathematical concepts clearly described. Thorough analysis of the concepts in relation to a learning sequence.
Standard of communication 5%-
No sources; lacking credibility; low standard of academic writing. Evidence of necessary reading; position is established; overall writing is satisfactory. Evidence of adequate reading; acceptable articulated position; competent standard of writing. Evidence of extra reading; well articulated position; very good standard of writing. Evidence of extensive reading; clearly articulated position; excellent standard of writing.
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