EDST2110 Maths Assignment

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Macquarie University *

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2110

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Mathematics

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Feb 20, 2024

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EDST2110 Maths Assignment: Part A Choose one activity to address the following Stage 2 outcome from the new K-6 Syllabus: Measures and estimates lengths in metres, centimetres, and millimetres MA2-GM-02. Use the 8 sections below as subheadings in your response. The word counts for each section are a guideline only and your total word count for Part A should be 1000 words (+/-100). Your response to Part A must address each of the following sections: 1. Describe the activity. Include a reference to your source for the activity, or state whether you designed the activity yourself without any reference to other sources. Students will work in pairs to create a paper airplane each together. After throwing the paper airplane, students will estimate, using the benchmark method, how far they think it has flown in metres, centimetres, and millimetres and record this information in the table provided by the teacher. Using measuring equipment including a trundle wheel and metre ruler, students will record a measurement of how far the paper airplane actually flew in metres, centimetres, and millimetres. After this, students will be taken back to the classroom, and discussion will occur regarding the experiment. Students will be asked which of the three units of measurement is the most appropriate for this experiment and why, prompting understanding of how measurement can be used in real-life contexts. This experiment is adapted from one sourced from Booragul Public School, (year not disclosed), where students measure in centimetres how far they have thrown a straw. By adapting the experiment to use a paper airplane instead, students can measure in all three units of measurement dictated by the syllabus requirement. 2. What is the mathematics? What do you want the children to notice? Students will learn about quantity, comparison, estimation, counting, conversion, classification, and measurement concepts. By estimating first, students build a deeper understanding of common benchmarks as well as formal units, and by utilising different units of measurement and comparing, students are encouraged to focus on the importance of recording the unit itself in the result. On another note, students will learn that one unit of measurement may be more appropriate than another to measure an object, and that a smaller unit can often provide a more exact measurement. Additionally, by learning about

measurement and with teacher-led discussion, students will be prompted to understand how measurement can be used in real-life contexts. 3. List the key mathematical vocabulary for the activity: Students will learn to be able to communicate using the following language: length, distance, metre, centimetre, millimetre, ruler, trundle wheel, unit of measurement, Additionally, when learning to work mathematically, the following language will also be used and learnt by the students: compare, see, check, measure, estimate, work together, conversion, quantity, and number names. 4. Describe the teacher role and questioning: The teacher’s role is to be aware of, and build upon, prior experiences of length, including metres, centimetres, and millimetres, estimation, and measurement concepts. This includes ensuring that students gain skills including using measurement instruments and that children understand that standard units are needed to communicate effectively, and that units need to match the attribute that is being measured. Questioning involved would include: - How did you estimate how far your plane has flown? - Why do you think we are taking the measurements in metres, centimetres, and millimetres? - How are we going to use the trundle wheel to measure the distance? - How are we going to use the metre ruler to help us? 5. Describe the adaptation – Enabling prompts and Extending prompts: Enabling Prompt: Ask the learners which of them would like to throw first. Ask them which unit they will use to measure first plus how they plan to measure it. How far do you think your plane will fly? Why do you think we are taking the measurements in metres, centimetres, and millimetres? Extending Prompt:

Can you use conversion methods to check the accuracy of your measurements? Is it practical to add an extra column to the table and find the measurements in kilometres? When do you think you might use this information in real life? 6. What might you assess? How might you do that? The teacher would assess how well the students are able to grasp measuring with different instruments and in different units of measurement. This could be achieved through observation, taking some notes and a checklist. The teacher should also assess how the student is using measurement and comparative language, to see how well the students are handling the experiment, which could also be achieved through observation. When back in the classroom discussing how these methods could be used in real life contexts, teachers should assess how actively the students participate in the discussion to gauge their understanding. 7. Give the justification for why you have chosen the activity to address the syllabus outcome and explain how it addresses the outcome. Refer to mathematics education literature to support your ideas. This activity was selected, as it takes the students outside the classroom, and provides a bit of fun whilst teaching the selected syllabus outcome. The syllabus outcome: ‘ measures and estimates lengths in metres, centimetres and millimetres MA2-GM-02,’ is met as the students are asked to estimate and then measure the distance the paper airplanes were thrown in all three of these units of measurement ( NSW Education Standards Authority, 2024). Reys refers to the importance of developing skills and processes associated with estimation, as they help to establish the idea that measuring can have different results depending on perception and precision, and how estimation can yield a deeper understanding of numbers and units of measurement as a whole (Reys et al, 2020). Furthermore, an American study focused on the importance of utilising measurement instruments to help students learn length and other measurement concepts, finding how effectively they taught the syllabus requirements (McIntosh, 2015). Reys also comments that recording results of experiments can help children learn measurement, as recording

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causes children to remember and reflect on the processes used (Reys et al, 2020). As a result, every aspect of the syllabus outcome is met through this experiment, and this is shown through evidence from mathematics educational literature. 8. Describe likely student difficulties/misconceptions when teaching the syllabus outcome. Refer to mathematics education literature to support your ideas. Mathematics can be difficult for students to grasp, and as a result difficulties and misconceptions may arise when completing this experiment. According to Reys, teachers have to frequently remind children to write the unit of measurement next to the number, and initially, students may not see the importance of this (Reys et al, 2020). Furthermore, when working with three different units of measurement in the one experiment, students may become confused if they are forgetting/ not understanding why writing the unit is necessary. Another common difficulty arises from learning how to use instruments of measurement. According to Reys, children can sometimes not understand where exactly to start the measurement from on standardised rulers due to the small gap between the physical end of the ruler, and where the measurement starts, which may also make this experiment challenging for them (Reys et al, 2020). However, this experiment aims to teach students how to properly use measurement instruments and may help students overcome this misconception. Furthermore, for the extending prompts, some students may find converting between different units of measurement challenging due to more advanced division and multiplication required (Dincer & Osmanoglu, 2018). However, the use of physical measurement instruments to show the difference alongside thorough explanation of conversion can help overcome this issue.

References: Syllabus Documents: NSW Education Standards Authority. (2024). Mathematics K–10 Syllabus. https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022/ content/stage-2/fa3867d7b8 Online Articles: Booragul Public School. (n.d.,). Booragul Public School NSW Syllabus for the Australian Curriculum – Measurement & Geometry. Booragul Public School. https://booragulps.weebly.com/uploads/3/8/7/2/38727217/length_s2_1.pdf Dincer, E. O., & Osmanoglu, A. (2018). Dealing with metric unit conversion: An examination of prospective science teachers’ knowledge of and difficulties with conversion. Science Education International , 29 (3). McIntosh, K. (2015). Montessori Mathematics Curriculum and Lower Elementary Students Understanding of Length Measurement. St. Catherine University repository website : https://sophia.stkate.edu/maed/148 Reys, R. E., Rogers, A., Bennett, S., Cooke, A., Robson, K., Ewing, B., & West, J. (2020). Helping Children Learn Mathematics (3rd Australian edition.). John Wiley and Sons Australia, Ltd.

EDST2110 Maths Assignment

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