A2 template Mathematics in practice
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School
Swinburne University of Technology *
*We aren’t endorsed by this school
Course
20002SO
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by ChancellorMusic13365
EDU20002: Assignment 2 Template
Student Name: Student ID: Setting:
Primary school
Age group/Year level:
Year 3
Focus Area:
Statistics and Probability
Mathematical Concept:
Probability Curriculum Link:
Conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise, and discuss the variation. (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022, AC9M3P02, v.9.0)
PART 1: Resource
Include a clear image of you and
your resource below.
PART 2: ICT-based introduction (500 words)
Please provide a link to your ICT-based introduction that will help students to understand your chosen mathematical concept. https://prezi.com/view/VI6KsbK6ppoM4lNMpd2Y/
Assignment 3 template
These pages are not my actual resource, but a worksheet that I created to be used with the resource so have included
a screenshot of them here.cvcvz
PART 3: Written justification (1000 words)
Your written justification should be in third person and needs to address the following 3 points:
Why your resource is effective in teaching your concept (linked to research, curriculum, and course materials) and how it is suitable for a play-based pedagogical approach
The resource that has been created for this assessment is two dice, which have been constructed from recycled tea bag boxes and painted with leftover house paint. They have been designed to assist in teaching students to “Conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise, and discuss the variation” (ACARA, 2022, AC9M3P02, v.9.0). The die can be used to conduct a repeated chance experiment, with students first predicting the outcome of their experiment, then recording the results of each trial. Students can then discuss their results, recognising the difference between their results and their peers’. This activity it tailored to Year 3 students, ensuring that students’ development is in line with the expectations. Students in Year 3 are usually aged 7-10, placing most students in the concrete-operational stage of Piaget’s Theory of Cognitive Development (Cherry, 2020). In. this stage, hands-on activities are extremely beneficial, allowing them form concrete understandings for abstract ideas and visualise mathematical concepts (Ojose, 2008). The use of a manipulative such as dice allows students to form experiences which they can apply to the mathematical concept, forming a deeper understanding. This lesson utilises a constructivist approach, building on prior knowledge of students. The activity is interactive for children, keeping them engaged and helping them to
enjoy their learning (Olusegun, 2015). By making the lesson more enjoyable, children are likely to learn more and retain knowledge, transferring it to real life. When playing a game at home using a dice, students may notice if a certain number is being rolled more often than others, leading them to reflect on this activity. The worksheet being used in conjunction with the dice provides questions for the students to
reflect on the results of their experiment. This assists with their discussion of the variations between pairs
and provides students with an opportunity to unpack their results, developing their understanding of chance experiments and the outcomes they produce.
How the ICT-based introduction will scaffold engagement with the resource and enhance the mathematical potential of the resource
The ICT-based introduction created for this resource is a Prezi presentation. The Prezi has been designed to introduce students to the lesson, outlining all of the details they need to know. In the presentation, there is a recap of past activities the class has completed in relation to the same topic. This
prompts students to recall prior knowledge and reflect on what they have already learnt, prepaaring to apply this knowledge to the lesson. It also asks students to brainstorm other experiments they think we could conduct in class. This gives students the opportunity to share their ideas and also allows the teacher to gain an estimate of students’ understading of the topic. The presentation then provides an outline of what the lesson will look like, giving a brief description of the
activity. It provides a list of materials the students will need to complete the activity, assisting those who may struggle to prepare themselves based purely on the instructions. The presentation gives a brief overview of the worksheet and how the teacher would like it filled out, however, the teacher will also explain this in greater detail to the class, providing examples of how the
questions could be answered and sentence starters for students with literacy difficulties. The presentation also provides a refresh on what tallies are and how to use them. Using tallies for each trial when rolling the dice will be beneficial for students with dyscalculia or numeracy difficulties as they are able to see visual representation of the trials. In the final slide of the Prezi, a video demonstration of how the task should be completed is shown. This is to assist learners who may struggle with verbal or written instructions and find it easier to visualise the task.
How you will assess children's learning
Students will complete the worksheet as they conduct the experiment. They will make a prediction before
they begin, then record the results of their trials. This will allow the teacher to assess students’ ability to identify possibly outcomes for their experiments and their ability to record results using tallies and numbers. Once completed they will then analyse their results, guided by the questions on the worksheet.
This will display their ability to analyse the data they collect and identify any patterns or trends that may have been apparent during their experiment. The completion of the worksheet can be used as a formative assessment, combined with other classwork completed throughout the unit. A summative assessment which could be used for this unit could be a presentation. Students could conduct their own experiment in groups, choosing from the activities which had been completed throughout the unit, and present their results to the class. Students would be given guiding questions, like the ones used on the worksheet, to include in their presentation. This assessment would provide the teacher with a greater gauge of each students’ progress and understanding of the topic. References:
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Australian Curriculum, Assessment and Reporting Authority. (2022). The Australian Curriculum: F-10 Curriculum: Mathematics. v.9.0. https://v9.australiancurriculum.edu.au
Cherry, K. (2020). Jean Piaget Biography (1896-1980). Verywell Mind
.
Retrieved from https://www.verywellmind.com/jean-piaget-biography-1896-1980-2795549
Ojose, (2008). Applying Piaget’s theory of cognitive development to mathematics instruction
. Retrieved from https://librarysearch.swinburne.edu.au/permalink/f/1md4925/TN_eric_sEJ841568
Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5
(6), 66-70. Retrieved from https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1.pdf