Beth Slade, Student ID 104151313 , Assingment 2 Personal Reflection
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Swinburne University of Technology *
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Course
10003
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
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Uploaded by MinisterWorld9807
Beth Slade
Student ID: 104151313
EDU1003: The World of Maths Assignment 2: Personal Reflection
Part 1: Investigate the connection between mathematics and numeracy Mathematics and numeracy are neither the same thing, nor is numeracy a replacement for mathematics. Students today require both numeracy and mathematics. While quantitative literacy is rooted in actual data that replicates involvement with life's many settings and situations, mathematics requires pupils to rise above context.. (Steen, 2001, p.10. as citied in Issues in the teaching of mathematics critical connections between numeracy and mathematics
). As a result, numeracy prepares students with information that they will need in a variety of everyday scenarios, such as managing money at work or when grocery shopping, or
even just as basic as identifying the time on both analogue and digital clocks. In general, mathematics is the study of ideas to resolve relationships and problems expressed by numbers and symbols. Activities requiring
mathematical knowledge include cooking, gardening, landscaping, and even something as simple as playing
music. In addition, the EYLF states that numeracy ‘broadly includes mathematical thinking, reasoning, and counting as well as understandings about numbers, patterns, measurement, spatial awareness, and data’ (DEEWR, 2009, p.46). It is crucial that students comprehend the connections between the ideas covered in various subjects and the numeracy abilities they have learned, as well as how these connections may be utilised to make inferences. Children need to know that they cannot accomplish mathematical ideas if they do not possess numeracy abilities. It is important for educators to utilise the numeracy abilities they have imparted in the classroom to
instruct students in other mathematical topics. Children will be able to comprehend the connection between the two and how mathematics cannot be done without numeracy abilities.
Part 2: Personal Reflection
Beth Slade
Student ID: 104151313
EDU1003: The World of Maths Growing up, mathematics was not a very strong subject of mine. I found it was very difficult to understand. Primary school mathematics was a lot easier to understand, so I was comfortable during the math lessons. But even with my twice-weekly math tutor, I found math to be really challenging when I reached high school. Since my mum had a bachelor's degree in nursing and my dad has an accounting degree, I felt that because I was bad at math, I was failing my parents. I found math to be very difficult to comprehend in part because, to me, math was about learning about many things, some of which had nothing to do with my everyday life. I found everyday math to be easy to learn because we occasionally figured it out on our own. The only abilities we really need, in my opinion, are fundamental numeracy, unless we choose to pursue careers that need more mathematics.
I was given an ADHD diagnosis in 2021. I discovered that I had also been diagnosed with dyscalculia when I went over the diagnosis report that I had gotten. I looked up what this was on Google after learning the diagnosis. Dyscalculia is a learning disability that impairs a person's mathematics proficiency. It affects the parts of the brain responsible for math and number comprehension. It was as like I finally put two and two together and realised why I was so terrible in math when I finally realised what it was.
Mathematical subjects and concepts can be challenging. Since not everyone understands or wants to comprehend math, I think it's crucial for everyone to realise that not everyone will feel positively about the topic. Teachers need to make their lessons more engaging for students to learn and need to be ready for these kinds of circumstances in the classroom. Teachers can utilise a wide range of materials to demonstrate problems and their solutions. Additionally, I think it's critical that teachers ensure that each and every student understands the material before going on to the following lesson's topic. Weekly lesson plans have to be based on the needs and skill levels of the students enrolled in that class.
Beth Slade
Student ID: 104151313
EDU1003: The World of Maths Part 3: Individualised Learning Plan
Assignment 1A
A1A Result
(/30)
12.67/30
Time Taken
30 minutes
Strengths
-
Number & Algebra
-
Measurement & Geometry
Areas for
Improvement
-
Statistics & Probability
Reflection
I had both the right and wrong answers for each of the three topics based on the quiz responses. The answers I got that were most accurate were in the areas of geometry and measuring, number and algebra. This advises that rather than skipping through because I became overwhelmed after the first few of questions, I should strive to understand each one separately. Prior to doing the next quiz, I will review the incorrect questions and make an effort to comprehend and solve them. I'll make sure to utilise a calculator and paper, and I'll make sure I understand how to answer each question.
Assignment 1B
Areas to
Focus On:
1. take my time
2. use the eText provided 3. use a calculator and paper
4. revise the questions from 1A
5. be in a quiet room to be able to focus
Assignment 1B SMART Goal
1.
Receive a higher mark then in Assignment 1A
2.
Focus and take my time in this Assignment Weekly Plan
Week
What
When
How Long?
Resources
Completed? Y/N
Progress? Week 4
Read the eText Once a week
1 hour
eText provided
Y
Week 5
Re-attempt questions on assignment 1A Twice a week
1 hour
Assignment 1A
Week 6
Read the eText
Twice a week
1 hour
eText provided
Week 7
Re-attempt questions on assignment 1A
Three times a week
1 hour
Assignment 1A
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Beth Slade
Student ID: 104151313
EDU1003: The World of Maths Week 8
Read the eText
Three times a week
1 hour
eText provided
Week 9
Re-attempt questions on assignment 1A
Every day 1 hour
Assignment 1A
Week 10
Plan some time to complete Assignment 1B.
Monitor
progress
An important part of goal setting is to ensure you monitor your progress as you go. This will help you work towards your goal by seeing if you are improving. There are many ways to do this. You might like to reflect on your study / complete a set test / complete review questions /re-attempt questions on Assignment 1A that you got wrong. You might do this each week as you go, or perhaps just at intervals, e.g. 2 or 3 times during the 6 week study period.
Beth Slade
Student ID: 104151313
EDU1003: The World of Maths References
Tout, D. (2020).
Issues in the teaching of mathematics critical connections between numeracy and mathematics.
https://research.acer.edu.au/cgi/viewcontent.cgi?
article=1030&context=learning_processes
Australian Government Department of Education and Training. (2009).
Belonging, Being & Becoming
: The Early Years Learning Framework for Australia. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Kumar Yadav, D. (2017). International Research Journal of Mathematics, Engineering and IT, 4(1), 33-42. EXACT DEFINITION OF MATHEMATICS. ResearchGate. https://www.researchgate.net/publication/313678763_EXACT_DEFINITION_OF_MATHEMATIC
S