Jane Sparrow 20144178

Trying a New Approach to Maths in Prep

Hannah Marino

Summary

This article has stated that whilst NAPLAN results have indicated significant growth

from Year 3-5, Marino has suggested that the Year 3 results stipulated the need for

further support of teaching and learning of mathematics in the junior school.

Marino continues on to discuss how for some children there were gaps in their

understanding of place value, which was not always identified in the maths

assessment interviews.

The article identifies way in which teachers can structure their mathematics lessons

with the use of open-ended investigations with focuses on specific needs of the

students.

This article focuses, in a foundation class, on structure/patterning to elicit children's'

actions/behaviours that are expected to be seen during a mathematics session i.e.

explaining their thinking.

How the lesson is structured:

• Structure of the session

• Exploring and describing quantities

• Investigations

• Reflection
 Jane Sparrow 20144178

Reflection

I agree with the text in regards to how Marino recommends structuring mathematic

lessons in order to enable children to build strong connections between mathematical

concepts that also encourage participation in order for children to retain new

knowledge as opposed to learning operations as single concepts.

It also allowed for the teacher to make necessary interventions when needed because

it gives the opportunity to pause and highlight students need additional support or

students who require extensions.

The daily review is an excellent idea because it encourages children to take

responsibility of their own learning as they are aware what key mathematical ideas

they are going to be focusing on that lesson.

During the lesson having the two sections of exploring and then the investigation

allows children to build strong connections and enables further understanding of what

the key ideas.

 Jane Sparrow 20144178

The reflection at the end of the lesson enables to students and teachers to look back at

their learning and highlight areas they could try harder in or require additional

support/extension in.

Reference:

Marino, H. (2017). Trying a new approach to maths in prep. Prime Number, 32(2), 6-

8.