Education- numeracy skills in primary school (year 2) according to Australia’s curriculum
Need to get a High Distinction for this paper. I can be contacted at all times if you have any queries. To do the assignment you will need to watch all videos first as it is part of the assignment( I will send you link to dropbox or via filehosting), you will also need to refer to Australia’s school curriculum. I also attached the mathematics online interview booklet and the other materials mentioned in the question. I will continually work closely with you with regards to more relevant resources. The rubric is attached and the academic writing should be tailored for a High distinction essay! Thank you!
Assessment 1 Details from the Unit Outline
1. Case Study 50%
Examine and analyse a video assessment involving a child in an early year’s classroom. From the video and annotations, interpret the mathematical ideas and teacher comments to develop a mathematical understandings profile of the child being assessed. Provide detailed information on how the data was analysed (such as links to the relevant curriculum documents) to justify the findings. Create mathematically-focused feedback that could be shared with the child and create a report that would be suitable for parents including suggestions for future learning needs based in the classroom and play based family activities that will assist the child’s future mathematical understanding.
Additional Details
The aim of this assessment is for you to determine what a child’s mathematical understandings are based on the use of the Online Interview Booklet (Victorian Department of Education, Employment and Training [VDEET], 2001). The full Online Interview Booklet is available from the Reading List under Topic 1. Read through the Online Interview Booklet so that you develop an understanding of the interview process and the Online Interview Record Sheet. Note that not all of the Australian Curriculum: Mathematics is addressed by the Online Interview Booklet and that only a sub-set of the sections will be considered for this assessment. Videos of an educator completing specific sections of the Online Interview Booklet and the completed Online Interview Record Sheet for those sections are to be analysed to develop a mathematical understandings profile of the child.
The sections focused on will address the strand Number and Algebra (though note not all of the Strand is addressed). The Online Interview videos are available from the Maths Video menu item, specifically (attached):
Section A Counting
Detour
Section B Place Value
Section C Strategies for Addition and Subtraction
Section D Strategies for Multiplication and Division
The completed interview schedule for these videos is available from here Completed_Interview_Record_Sheet_Sections_A_to_D.pdf (note that the Detour is within Section A Counting, after Question 1 and before Question 2, as indicated by the purples lines and text).
Mathematical Understanding Profile
Identify what mathematics the child understands and what mathematics the child could not do (that is, may not understand). Base this on the evidence from the Online Interview videos and the completed Online Interview record sheet. Connect the evidence from the Online Interview video and completed interview record sheet (for example, question/s) to specific content descriptors from the Australian Curriculum: Mathematics. Justify points being made by referring to academic literature (for example, what is provided in the Reading List). Remember that not everything is addressed in the interview, so ensure assumptions are not made – evidence must be used. This should be written in third person.
Mathematically-focused feedback for the child
Craft what you would say to this child regarding the mathematical understandings they have identified. Again, this must be based on evidence from the Online Interview video and completed interview record sheet. Use terminology the child can understand. Consider both the mathematical understandings and the mathematical disposition the child demonstrates during the Online Interview video (for example, did they look confident, hesitant, concerned, worried). Make sure that feedback addresses both what the child could do and what they could not do, maintaining a presentation that enables the child to build a positive mathematical self-efficacy (that is, that they are able to do maths) and disposition towards mathematics (that is, they are willing to engage and persevere). This should be written in second person (ie., using ‘You’ when writing).
Report for the parents, including suggestions for future learning needs based in the classroom and play based family activities that will assist the child’s future mathematical understanding
Identify what the child could do and what the child needs to work on. Link this to specific mathematical terminology from the Australian Curriculum: Mathematics (such as you would find in the content descriptors and elaborations). Link what the child could do to activities to maintain and/or strengthen further and what the child needs to work on to activities that would develop these understandings. Emphasise the importance of the child’s mathematical self-efficacy and mathematical disposition. Support your explanations with references to academic literature (for example, what is provided in the Reading List). Use reputable sources for activities that are suggested [Note that a formal learning experience plan is not required for this assessment, just a range of targeted activities] such as the following resources made available under Topic 1 in the Reading List:
The First Steps in Maths series of books;
AAMT website links to sources such as maths3000, reSolve, and top draw teachers;
NCTM Illuminations website;
NCETM website.
This should be written in a mixture of first, second, and third person (for example, third person when considering what was found, first person when sharing your interpretation of what was found, and second person when providing suggestions for what the parents could do).
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