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Edf2034 Assignment 2 Alexandra Wicks 26011565
Edf2034 Assignment 2 Alexandra Wicks 26011565
Edf2034 Assignment 2 Alexandra Wicks 26011565
ELEVEN! There are eleven blocks!. It was interesting that the first thing Kate
wanted to do with the blocks was sort them into colour order. As objects are
sorted, children are learning about grouping and classifying, which are
important skills for number and algebra (Knaus, 2013, p. 10).
During this observation, I asked Kate, How many blocks are there? as I
joined the blue and red castles together. I asked this question to check
whether Kate understood the beginning concepts of addition. Kate was able to
successfully count the two castles to find the total number of unifix cubes.
This is known as a join problem when quantities are physically being brought
together (Van de Walle, Lovin, Karp & Williams, 2013). When I worded what
Kate found in addition terms of five plus six equals? Kate became confused
and didnt understand the wording I had chosen. This showed that Kate
understood how to find the answer of an addition question when the objects
were present but was confused by particular addition wording.
In relation to the Early Years Learning Framework, this activity focused on
Outcome 4: Children are confident and involved learners (Department of
Education, Employment and Workplace [DEEW], 2009). In relation to the
foundation level of the Australian Curriculum, this activity focused on the
strand number and algebra, sub strand of number and place value focusing
on representing practical situation to model addition and connecting number
names, numerals and quantities (Australian Curriculum and Reporting
Authority [ACARA], 2015). I used the Numeracy Matrix to link the Early Years
Learning Framework and the Australian Curriculum to this activity Outcome 4:
Children are confident and involved learners and Number and Algebra.
What opportunities do we provide for each child to accept new challenges,
make new discoveries and celebrate effort and achievement? (Perry, Dockett,
Harley, 2012, p. 165). Within this activity I made the play experience very
open ended with how the unifix cubes resource were implemented into Kates
play. Kate had the opportunity to make her own decisions on how she wanted
to play with the blocks and I worked with these ideas to pull out mathematical
concepts within her play. Within this, I challenged Kate to add the two castles
together, to begin introducing the concept of addition within the play situation.
Recommendations:
The mathematical potential of Unifix blocks that I spoke about in assignment
one, was correct for this activity as the implementation provided a practical
situation for addition (ACARA, 2015). However, this implementation did not
meet the full mathematical potential that I spoke about in assignment one as
my approach to implementing this resource with Kate was more open ended
than the activity I explained in assignment one. In assignment one, I spoke
about students being able to connect written numerals to quantities of unifix
blocks. This section of the mathematical potential was not met as I chose for
Kate to lead the play situation in which I implemented the resource and this
section was not present in the play situation. I would recommend using unifix
cubes again but next time I would like to implement the planned mathematical
experience I spoke about in assignment one. I would also have more structure
towards the implementation of the activity and not be as open to play
situations.
During the implementation of this ICT activity, it was observed that Lily has the
ability to visually recognise the number symbols of one to ten and verbalise
what the numbers are. This was shown when Lily was verbally saying which
numbers she was aiming to pop as she was playing the computer game. This
activity showed that Lily has a strong understanding and ability to recognise
single digit numbers one to ten. During this activity Lily practised the skill of
matching. This is an important skill for one-to-one correspondence (Knaus,
2013). Lily was able to successfully match all of the numbers to pop the
balloons in the game.
At the beginning of this activity, it was observed that Lily had trouble using the
computer mouse. This is one issue that occurred using the ICT resource as I
assumed that Lily had the previous experience of using a computer. As an
educator I need to be more aware of the childs previous experience with
technology. Not all children will have prior experience with technological
products and processes. Consider childrens home experience with
technologies and how that may influence the technological learning provided
(Knaus, 2013, p. 91).
In relation to the Early Years Learning Framework, this ICT resource focuses
on Outcome 4: Children are confident and involved learners and Outcome 5:
Children are effective communicators. The Numeracy Matrix Outcome 4 was
met in this activity, What opportunities do we provide for each child to accept
new challenges, make new discoveries and celebrate effort and
achievement? (Perry et al, 2012, p.165). During this, activity I allowed for Lily
to experiment by trial and error to pop the balloons. This was demonstrated
when Lily got confused with the numbers 9 and 6 but fixed her error. This
activity also uses positive reinforcement when the child matches numbers
correctly (through the popping of the balloon when a answer is correct). Lily
had the opportunity to be challenged and try the domino version of this
game, but chose not to. Outcome 5 of the Early Years Learning Framework
and Numeracy Matrix, How do we encourage children to talk about and
represent their findings? (Perry et al, 2012, p.166), In this activity Lily was
encouraged to talk about what she was doing and how she knew which
balloon to pop. Lily only played the game once but if she had played it multiple
times, we would have had conversations about the reduction in the time it
took to complete the game each time and how this meant she was improving
her matching and number recognition skills.
Recommendations:
The mathematical potential of the computer game, Number balloons that I
spoke about in assignment one was correct as Lily was able to practise the
skill of matching and reading numbers one to ten, in the pop the digits
section of this game. I would recommend using this ICT resource again as it
tests each childs understanding of numbers, one to ten.
The recommendations I would make for Lily, is to next time try the second
section of the computer game and see if she is able to subitiise the dots
presented on the balloons to successfully pop the spots on the balloon. This
will allow for Lily to practice linking numerals to quantities of single digit