103908314Christine Mousley-Edu10003 Assignment 1 Personal reflection-DESKTOP-3SLK49S
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School
Swinburne University of Technology *
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Course
10003
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by BarristerResolve7931
EDU10003 Assignment 2 Template
Student Name: Christine Mousley
Student ID: Part 1: Investigate the connection between mathematics and numeracy (approx. 300 words)
Written in paragraphs using 3
rd
person. Try to use relevant research literature to support your discussion
.
Mathematics is defined as the “the study of patterns, relationships and all about abstract ideas” (Grimley, 2016). Mathematics relies on following a set group of principles, formulas and concepts to find a solution and tends not to be flexible. Mathematics is the foundation of being numerate and gives students the skills they will require in their professional, personal and civic lives as they continue to use mathematics in various ways (ACARA, 2018). Counting, measurements, shapes and patterns are examples of mathematical concepts that are taught as part of the curriculum compared with numeracy which is applying mathematical concepts to real life situations.
According to Grimley (2016) numeracy can be defined as having the ability, confidence and disposition to use mathematical concepts to meet the demands of everyday life. Numeracy involves taking mathematical skills and concepts and applying them in a variety of contexts (Siemon et al. 2015). Numeracy is used constantly in many circumstances when an individual applies their ability to use reason and apply numerical
concepts to various situations as they go about their day, taking part in activities such as time management, cooking, driving a car, and reading maps.
An example of using numeracy in everyday life is grocery shopping, this is a task that is undertaken often by many people and requires each person to have proficient numeracy skills. Completing this task often requires mathematical skills such as counting, sorting, making lists, thinking about quantities, calculating prices, weighing items and budgeting, using this example goes to show just how important being numerate and having fundamental mathematic knowledge is while engaging in everyday tasks. By defining the links between numeracy and mathematics, we discover both are critical to learning and teaching, students cannot become numerate without first learning the fundaments of mathematics, which are both needed for use in a variety of situations as they go about their daily lives.
Part 2: Personal Reflection
(approx. 300 words)
Written in paragraphs using 1st person. Research literature is not expected but can be included to support your ideas if appropriate.
My personal feelings towards maths have been quite negative, I probably developed these feelings during upper primary school and into high school. During this time I remember dreading maths classes, becoming very disinterested and not engaging in my work during class. Basically, although for the most part I didn’t really struggle with the actual work, I found maths boring, put a maths question in front of me and my eyes instantly glaze over and my mind wonders. My experience in the classroom as a student from the 90’s was to sit still, listen to the teacher and do not talk, which does not suit my particular learning style at all, add in numbers and difficult equations had me sitting there daydreaming and not learning much at all. One lesson I do remember is the day we learnt about averages, the teacher made us all step on to the scales and then organise ourselves into a line based on our weight, which was quite traumatising for young teenage girls, although it was nice to be able to leave our chairs and the lesson is one that has stuck in my head.
I’d like to think as a future teacher myself I would try my best to make lessons more hands-on and engaging
to challenge the students in their learning, being able to overcome my own negative feelings towards maths and help students develop more positive learning dispositions such as curiosity, confidence and Assignment 3 template
perseverance as they participate in lessons (Pound, 2016). Making leaning maths more engaging by using real life numeracy skills during lessons, especially during the early years as where we are leaning numeracy skills through hands-on play and daily routines.
Part 3: Individualised Learning Plan
(approx. 150 words)
1
st
person is appropriate. You can also use short sentences, bullet points and/or tables etc to help organise your ideas.
In the quiz I received a score of 21.5, which was quite surprising to me because going in to the quiz I was not overly confident of my maths abilities. What was also surprising was some of the questions I had thought were easy I ended up getting incorrect.
Areas I need to improve on and work towards getting better results in are:
Area
Financial maths
Reading and interrupting data
Units of measurement
Percentages
Over the next 6 weeks I intend to work on my attitude towards maths, focus on having a more positive attitude and growth mindset. I learnt through my results to have more confidence in my math abilities, because my score was a lot higher than I expected.
I plan to study and practice in the areas I struggled in by working through some practice questions and finding out different methods of working out problems in order to receive a higher mark in the next quiz.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018).
Australian Curriculum: F-
10 overview
:
Numeracy:
Australian Curriculum
v.8.4
.
https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/numeracy/
Grimley, M. (2016).
Week 2 - Numeracy vs mathematics (EDU10003 The World of Maths)
[Video file].https://cdnapisec.kaltura.com/html5/html5lib/v2.42/mwEmbedFrame.php/p/691292/uiconf_id/
24456822/entry_id/0_a9wkotpx?
wid=_691292&iframeembed=true&playerId=kaltura_player_1430789825&entry_id=0_a9wkotpx&flashvar
s[akamaiHD.loadingPolicy]=preInitialize&flashvars[akamaiHD.asyncInit]=true&flashvars[streamerType]=
hdnetwork.
Pound, L., & Lee, T. (2015).
Teaching mathematics creatively
. Hoboken: Taylor & Francis.
Siemon, D. A., Beswick, K., Brady, K., Clark, J., & Faragher, R. (2015).
Teaching mathematics: Foundations to middle years
(2nd ed.). South Melbourne, VIC: Oxford University Press.
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