WEEK 2:

The relationship between mathematics and numeracy is one of which best

described sees numeracy as one of the key outcomes of how mathematics
is taught and learnt within a classroom. For the majority of students to
become numerate, opportunities in both mathematic classrooms and all
other areas of the curriculum should be given to practice and apply the
lessons of mathematics they have learnt to fully succeed in becoming
numerate students. (Stephens, 2009)
However, around the country there are varying differences in the
understanding of the defined difference between mathematics and
numeracy, whether the term numeracy simply replaces the term
mathematics, or, whether numeracy is just a micro-subject in a much
larger subject, mathematics.(Hogan,J, 2012)
Adding to the variety of varying relationships between mathematics and
numeracy, the idea that numeracy is nothing more than an awareness
that builds bridges between mathematics and the real world.
Overall, the difference between mathematics and numeracy can not be
simply defined by two interchangeable definitions but much rather varying
ideas across the world attempting the create a relationship between the
two mediums.

The idea of numeracy as the ability to apply maths skills to everyday life
sees real-life examples flourish, an example of this is the teaching of
fractions using cutting a cake.

(https://en.wikipedia.org/wiki/Fraction_(mathematics)
WEEK 1:

Highlight, discuss and reflect on mathematics education, the curriculum, the organisation of
learning, the implications for you as a future teacher.

Educational programs and the courses of study are based on a variety of

outcomes of syllabuses highlighting the required contents for each
classroom lesson and activity. Mathematics education is solely based upon
the main idea of working mathematically, broken down further into three
main curriculums: statistics and probability, measurements and geometry
and number and algebra. Stages and strands within mathematics
education are put in place to offer understanding to teachers of the
representations of the knowledge, understandings and skills that are to be
acquired by students at the completion of each stage.
The organisation of learning within the syllabus skilfully highlights the
outcomes and contents provides a basis for learning in order for your
students to successfully move to the next stage of learning.
For future teachers, the New South Wales Mathematics K-10 Syllabus is all
inclusive of the diverse learning needs presented in any given
learning/teaching experience. Throughout these inclusions, particular
attention is given to the support of students with special needs, gifted and
talented students, and students with English as a second language.
Week 1 focused on the navigation of the syllabuses highlighting the
relationships between strands and sub strands in learning, creating an
organised learning and teaching environment for future teachers.

Below is the diagram used for the Mathematics K-10 syllabus:

WEEK 3:

Addition is the process by which two or more things are added together to create something
else. Within a mathematics lesson teaching addition to students can be developed through a
number of modes and manipulatives in order to assist students in the development of their
number sense (Linder, S.M, Powers-Costello, B., & Stegelin,D.A, 2011).
The use of manipulatives within addition teaching sees the use of objects, such as counters,
dice or coins to represent numbers for addition in hands-n visual activities in the initial stages
of teaching. Once a general understanding of numbers and addition are developed, students
can then begin to record results using numbers and figures, for example;

Semiotic teaching approaches using resources of hands-on activities for

counting and addition along with teaching strategies such as language
and gestures successfully develops students addition techniques creating
flexible computational strategies, (Mindenhall, P. 2014)
The use of MAB blocks within classroom type experiences offer a range of
games and activities to assist children with addition. Make 100 sees the
addition of two dice representing the number of units required to
eventually make 100, represented by a single flat. These manipulatives
offer yet another visual aspect to the lessons of addition to further assist
childrens understanding of addition.

http://www.schoola
toz.nsw.edu.au/homework-and-study/maths/maths-a-to-
z/-/maths_glossary/RId5/136/MAB+blocks

WEEK 4

Working mathematically proficiencies are created to engage students in

mathematical activities to successfully develop skills for students to
become flexible and creative mathematic users both inside and out of the
classroom.

This visual representation of the five components encompassing the

working mathematically syllabus illustrates how each of the components
are tied together through the Mathematics K-10 syllabus, working
mathematically.

Communication: Students develop the ability to use representations in

written, oral or visual forms to express mathematical ideas and equations.
The use of mathematical concepts, methods and solutions ot problems
can be represented and explained using mathematical terminology

Problem Solving: Students make decisions, understand, formulate and

investigate problem situations and communicates all solutions effectively.
They use mathematics to represent problems and design investigations to
plan their approaches to seek acceptable solutions.

Reasoning: Students effectively reason with mathematics through their

explanations of thinking and strategy justifications used to reach
conclusions to mathematical problems/equations
Understanding: Students develop their ability to adapt concepts between
math lessons and equations while making connections between concepts
to develop new ideas.

Fluency: Students can decipher between different procedures to

effectively carry out flexible procedures that will efficiently assist in the
calculation of answers through appropriate methods and approximations.

(poster with balloons, each balloon is one of the components strings tied
together with Working Mathematically)

WEEK 5:

Mental computation is a key element for the development of mathematics

and number sense for students of all ages. Efficiency in computation is
highly regarded as a main focus goal within the mathematics curricula for
the overall development of number sense, (Bobis, J. 2006).

Mental warm-up skills using mental computation allow the brain to

become involved with the mathematical lesson and should be able to be
moulded and developed to suit each childs learning capabilities.

A possible mental-warm up for multiplication skills can see a classroom of

stage 2 students sitting around in a circle, each child is given a
multiplication equation on a flashcard. The teacher begins the lesson by
bouncing a ball to a student, the student who has the ball then reads
aloud their equation and the answer, if correct the student then bounces
the ball to another student, if incorrect they are given another opportunity
to answer another opportunity.

This mental warm up can be developed and moulded to different stages

and different levels within a stage. For example, for earlier stages,
addition or subtraction equations could be used, or for later stages, more
advanced multiplication and division equations can be used.

It is imperative the educator is aware of each childs abilities within the

mathematics classroom to ensure all children are tested to their indivisual
abilities. A teacher being able to anticipate difficulties that can arise within
a classroom scenario provides effective learning opportunities for the
children, (Gervasoni, A. 2002)

Works Cited
Bobis, J. (2006). From here to there: The path to computational fluency with multi-digit
multiplication. Australian Primary Mathematics Classroom, 12(4), 22- 27. Available
at: http://ezproxy.acu.edu.au/login?url=http://go.galegroup.com/ps/i.do?&id=GALE|
A170817120&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1

Gervasoni, A. (2011). Exploring the whole number knowledge of children in grade 1 to grade 4:
Insights and implications. In T. Dooley, D. Corcoran & M. Ryan (Eds.), Proceedings of 4th
conference in research in mathematics education (MEI4) (pp. 168-178). Dublin: St. Patricks
College. Available at:http://kommat.dk/uploads/download/Konferencer_og_moder/artikel%20Ann
%20Gervasoni.pdf

Hogan, J. (2012).Mathematics and numeracy: has anything changed? Are we any clearer? Are
we on track?. Australian Mathematics

Linder, S.M, Powers-Costello, B., & Stegelin, D. A (2011). Mathematics in early childhood:
research-based rationale and practical strategies. Early Childhood Education Journal, 39, 29-
37.

Mildenhall, P. (2014). Number sense development in the pre-primary classroom; how is it

communicated? Australian Primary Mathematics Classroom 19(3), 6-10.

Numeracy in Practice: Teaching, learning and using mathematics. Read the summary and
introduction only (pages 1 7):

Stephens, M. (2009). Numeracy In Practice: Teaching, Learning and Using

Mathematics . Education Policy and Research Division .