EDU20002 Assignment 2 - Natalie Katanec-1
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Feb 20, 2024
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Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
1 Swinburne Online University EDU20002 - Assignment 2: Teaching Resources Student Name: Natalie Katanec Student Number: 103630743 ELA: Melissa Lindsay Due Date: Monday
the 10
th
of January 2022 Student ID: 103630743 Name: Natalie Katanec Unit Code: EDU20002 Assignment Number: 2
Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
2 EDU20002: Assignment 2 Template Student Name: Natalie Katanec Student ID: 103630743 Setting: Early Childhood Age group/Year level: 4 to 5 years old Focus Area: Measurement and Geometry Mathematical Concept: Shapes Curriculum Link: Learning Outcome 4.3: Children transfer and adapt what they have learned from one context to another. PART 1: Resource Include a clear image of you and
your resource below.
Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
3 PART 2: ICT-based introduction Please provide a link to your ICT-based introduction that will help students to understand your chosen mathematical concept. https://www.youtube.com/watch?v=AnoNb2OMQ6s
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 This mathematical resource is effective to use when teaching children between the ages of 4 to 5 years about shapes as the educator is able to create an environment in which children are excited to explore and learn about maths. This developmentally appropriate resource provides children the opportunity to gain and further develop their current understanding of the mathematical concept of shapes. It is believed that maths can be a part of daily routines, activities and interactions in early childhood education (Dauksas & White, 2014). This is evident as children will begin to identify and recognise basic shapes out in their day-to-day environment such as their lunchbox being a rectangle, or a bicycle wheel is a circle. This statement links to the EYLF Curriculum Learning Outcome 4.3 as “Children are able to transfer and adapt what they have learnt from one context to another” (Department of Education and Training [DET], 2019). This mathematical resource is suitable for a play-based pedagogical approach as children are given the opportunity to interperate the activity how they wish (Anthony & Walshaw, 2009). An example of this is that the children are provided with a variety of different shape cards such as circles, squares, rectangles and triangles in which they may use on a scavenger hunt to try find the different objects within the classroom and outdoor environment. Children are offered the chance to explore on their own or with their peers and to use their imagination and creativity as they find, analyze, compare and create these shapes in their everyday setting (Copley, 2010). For example, realising that objects out in the playground and in the classroom are the same as the shapes we have on our shape cards.
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Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
4 Gifford, 2020 states that through key aspects of learning experiences should include planning and visualising, as it can provide children with a chance to explore and gain a better understanding of mathematical concepts as it gives them more time to develop meaning and relationship between them (Piggott & Woodham, 2009). In conclusion, by participating in play-based learning experiences that encourage exploration; children can find numerous opportunities to get involved and further develop their own learning through new concepts and ideas as children learn through life and open-ended learning experiences. This is evident through the contemporary maths pedagogy; it is a key aspect when guiding and scaffolding children as they are able to thrive in a learning environment in which they feel safe, secure and supported in (DET, 2019). •
How the ICT-based introduction will scaffold engagement with the resource and enhance the mathematical potential of the resource Incorporating Information and Communication Technology (ICT) in the early years of education is important as it is plays a key role of the society and world we live in today (Clements, 1999). ICT is another way children are able to learn and develop a greater understanding of mathematical concepts as it provides a framework when being integrated in teaching and learning (Tay et al., 2012). Through the introduction of the ICT based resource, children are given the opportunity to scaffold engagment with the support of the video “Shapes Songs for Children. Shape Song. Shapes Songs for Kindergarten” [Youtube] by The Kiboomers. This video will continue to guide and enhance the mathematical concepts and key focus areas that are possible to further explore and develop within this age group. For example, some children are sensory learners such as being a visual learner in which they need to see what they are learning, or perhaps may become engaged through a video that encourages them to learn the concept such as the ICT resource “Shapes Songs for Children” [Youtube] by The Kiboomers (2014). Children are able to sing along and recognise shapes throughout the song that are present in their everday lives. This is important in Early Childhood Education, as it can strengthen and support young children’s learning, development and play experiences as they are able to develop their ability to use mathematics to investigate, analyse, problem solve, and experiment with
Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
5 the world around them (Lembrér et al., 2016). It is believed that mathematical development can also be enhanced as a result of the visual images in which a video, computer or tablet can provide. Through the use of technology in an early childhood setting it can offer children a whole different world of learning through endless possibilities (Clements, 1999). In conclusion, it will scaffold the children to continue developing an understanding of focus areas such as measurement and geometry; as well as encouraging children to further explore the mathematical concept of shapes as they are able to transfer and adapt what they have learnt from one context to another (DET, 2019). For example, problem solving, analysising, understanding and identifying basic shapes and other different objects through exploratory play as they develop their mathemaitcal skills and start putting them into place in the real world. •
How you will assess children's learning The tools used by the educators are to promote and encourage the children to develop further skills by engaging with fun and exciting learning experiences. The educators will interact with their students by coming down to their level when speaking and engaging with them. The educators can also create a positive discussion with the children by asking open-ended questions to identify their learning needs and requirements. The educators should acknowledge that not all children will be at the same level as one another however, high expectations should be evident regardless of their ability. This can also be reflected on with the help and support of other educators during the planning process when planning, implementing and evaluating. Evidence of learning can be collected by observations and documentation such as photos and jottings that go into each child’s individual portfolio. This is a way in which educators can report their findings and documentation to the children's families in a folder which they have access to look at all times. In conclusion, by letting children lead the way; educators are able to understand how children learn and develop mathematical concepts and numeracy skills. By focusing on the children’s thinking, educators are able to provide opportunities for children to transfer their understanding and knowledge from one context to another by engaging in play-based pedagogy experiences.
Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
6 References Anthony, G., & Walshaw, M. (2009). Effective Pedagogy in Mathematics. Brussels: International Academy of Education; Geneva: International Bureau of Education. http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices
/EdPractices_19.pdf Clements, D. (1999). The effective use of computers with young children. Mathematics in the early years, 119–128. Copley, J. V. (2010). The Young Child and Mathematics.
2nd ed. Washington, DC: NAEYC. Dauksas, L., & White, J. (2014). Teaching Young Children. https://www.naeyc.org/resources/pubs/tyc/apr2014/discovering-shapes-and-space-
preschool Department of Early Education and Care. (2014). Engaging Children in Math.
WGBH Educational Foundation http://resourcesforearlylearning.org/educators/module/20/9/33/ Department of Education and Training [DET]. (2019). Belonging, being and becoming: The early years learning framework for Australia
. http://education.gov.au/early-years-
learning-framework Department of Education and Training [DET]. (n.d). Why is numeracy important?
[video file]. https://numeracyguidedet.global2.vic.edu.au/numeracy-at-home/ Gifford, S. (2020). The Importance of Shape and Space in the Early Years
. https://nrich.maths.org/14544
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Student ID: 103630743 - Natalie Katanec Mathematics in Practice A
ssignment 2: Teaching Resources - Due 10/01/2022
7 Lembrér, D., Meaney, T., Helenius, O., Johansson, M. L., Lange, T., & Wernberg, A. (2016). Preschool children learning mathematical thinking on interactive tables. In Tamsin, M., Ola, H., Maria, J., Troels, L., Anna W (eds), Mathematics Education in the Early Years (pp. 235-254). Switzerland: Springer, Cham. Piggott, J., & Woodham, L. (2009) Thinking Through, and By, Visualising. https://nrich.maths.org/6447 Tay, L., Lim, S., Lim, C., & Koh. J. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. Australasian Journal of Educational Technology
, 28
(4), 740–754. https://doi-
org.ezproxy.lib.swin.edu.au/10.14742/ajet.838 The Kiboomers (2014, December 30). Shapes Songs for Children. Shape Song. Shapes Songs for Kindergarten. The Kiboomers – Kids Music Channel [Youtube Video] https://www.youtube.com/watch?v=AnoNb2OMQ6s