Angela Carolina Roennau Assignment 3: Differentiation Paper

Numeracy and Differentiation in the Australian Early Years

Classroom

In this paper, I will discuss numeracy, differentiation, equity, access to

resources, documentation and assessment in the Australian early years

classroom. I will explain how these aspects are important to promote the

success of all children in developing their mathematical thinking and

becoming numerates.

Numeracy in the Australian Curriculum (Australian Curriculum,

Assessment and Reporting Authority [ACARA], 2018) is not solely about

numbers as its terminology indicates. Numeracy relates to a much broader

scope; it involves measurement, whole numbers, patterns, ‘fractions,

decimals, percentages, ratios and rates’, spatial reasoning, and statistical

information
1.1
(ACARA, 2018). Being numerate is working with number and its

relations. In a nutshell, Numeracy in the Australian Curriculum

encompasses the knowledge, skills, behaviours and dispositions that

students need to use mathematics in a wide range of situations. It

involves students recognising and understanding the role of

mathematics in the world and having the dispositions and capacities

to use mathematical knowledge and skills purposefully. (ACARA, 2017,

para. 3)

The crux of differentiated instruction is exploring the capacity for

every child to be successful in their learning through ‘designing and

implementing instruction in ways that best reach each child’ (Van de Walle,
1.2

Lovin, Karp & Bay-Williams, 2018, p. 50).

The role of differentiation is addressing the diversity of learners in a

classroom, considering their abilities and backgrounds, which include

Angela Carolina Roennau Assignment 3: Differentiation Paper

students with disabilities, visual impairment, gifted students, English as a

second language (ESL) learners, etc. These learners will have different

learning paces and ways to best progress in their process of becoming fluent

numerates. Differentiation gives every student challenging and achievable

tasks according to their stage, keeping them motivated in their learning,

2.1
regardless their level of achievement.

In particular, in the early years, children are likely to have had

particularly different experiences prior to school. The Early Years Learning

Framework (EYLF) (Department

2.2
of Education, Employment and Workplace

Relations [DEEWR], 2009) is very broad and whilst some early education

centres have a strong focus in numeracy, others address it in a less focused

approach. I could observe this variety of teaching in conversations with my

colleagues about our professional experiences.

Van de Walle et al. (2018, p. 50) argues that the idea of children’s

varied understanding and development in regard to numeracy concepts

might be new. For some time, the idea that children could vary in their
2.3

development was mainly related to literacy (Van de Walle et al., 2018, p.

50). However, research shows that children’s understanding of particular

numeracy concepts can vary (Van de Walle et al., 2018, p. 50). Thus, the

strong importance and role that differentiated instruction plays in teaching

numeracy in the Australian early years classroom.

2.4

A range of adjustments are available for educators when designing

and implementing differentiated instruction, such as multiple entry and exit

points, parallel tasks, open-ended questions, visual cues, additional support,

etc. These adjustments will promote equity, as they support everyone’s

learning. For that, educators always have to consider if the adjustments are
Angela Carolina Roennau Assignment 3: Differentiation Paper

reasonable. The University of Canberra states that reasonable adjustments

3.1

are ‘fair to everybody else in the school’ (n.d., para. 6).

3.2

English as a Second Language (ESL) students highly benefit of

differentiated instruction. An important aspect for educators is to consider

that mathematics is not a universal topic, if this is not considered, there will

be inequities in their teaching (Van de Walle et al., 2018). Different cultures

approach mathematics in different ways, for instance, numbers might be

written in different forms depending on the country (Van de Walle et al.,

2018). Therefore, it is crucial that educators are culturally responsive and

value each child way of knowing mathematics, for example, asking them to
3.3

show their way of thinking to other children (Gutiérrez, as cited in Van de

Walle et al., 2018).

When writing mathematical problems for ESL children it is important

to consider wording, as word problems can introduce new sentence

structure to ESL students (ACARA, 2014). One aspect of sentence structure

is ‘the use of ellipsis, where the object is referred to once and then implied –

“There are 12 pieces of pizza. When you take away 4 [pieces of pizza] how

many [pieces of pizza] are left?”’ (ACARA, 2014, p. 10). Educators can

explicit teach children about ellipsis, but be careful not to overwhelm them,

as they will already be involved in mathematical thinking. Teachers might

also adapt the wording of problems, e.g. repeating the object of the

sentence when necessary. These adjustments can also benefit children who

English is their first language, but have not yet developed more complex
3.4
language structure understanding.
3.5

Another adjustment that can benefit the whole class are memory
3.6

aids, aka mnemonics. Mnemonics are of particular significance to children

Angela Carolina Roennau Assignment 3: Differentiation Paper

‘with perceptual or cognitive processing that may affect memory’ (Van de

Walle et al., 2018, p. 87). Gagnon and Maccini describe an problem solving

aid called STAR, which is ‘Search the word problem for importance;

Translate the word into models, pictures or symbols; Answer the problem;

Review your solution for reasonableness’ (as cited in Van de Walle et al.,

2018, p. 88). Educators can teach this mnemonic to children and remind

them to use it for solving problems. These steps can also be displayed

somewhere in the classroom as a visual aid or be given to children as a cue

4.1
sheet, so they can go back to it and cross check the steps.

Another way of designing a cue sheet for solving problems is offering

different ways to think about a problem. For example, a problem-solving cue

sheet for children who need additional support might give children options

as ‘5+7=, Counting chips, Ten-frame, Finger counting, Drawing, Other’

alongside visual cues, which also addresses ESL students (Van de Walle et

al., 2018, p. 59). A problem-solving cue sheet can be of particular

importance to help students who need additional support to work

independently, e.g. students with autism spectrum disorders (Yakubova &

Taber-Doughty, 2017).

Every child should be busy in their learning. If children’s capacity to

work automously is promoted, the educator can circulate in the classroom

assessing and facilitating all children’s

4.2 learning, according to the degree of

support and ‘teacher time’ they need. Calling children who have the same

doubt to work on it together is another strategy for promoting their learning

and maximising the use of teachers’ time (S. Wight, personal

communication, October, 30 2018). It is important to consider the logistic of

the physical learning environment to have spaces for children to come

4.3
together and problem solve cooperatively (Van de Walle et al., 2018).
Angela Carolina Roennau Assignment 3: Differentiation Paper

When it comes to the physical learning environment, resources should

be stored at children’s height, so children have the choice of using them

when they judge appropriate for their learning, promoting again

5.1

independence. The same rule apply for a child with a disability. Because a

child has a disability, it does not mean they cannot make choices; their

capacity should not be underestimated (S. Wight, personal communication,

October, 30 2018). The golden rule is dignity above all.

Having discussed about differentiated instruction, it is of great

significance recalling the uniqueness of each child. Knowing students and

how they learn, the first Australian Professional Standards for Teachers

(Australian Institute for Teaching and School Leadership, 2017), requires

understanding the uniqueness of each learner, thus the importance of

assessment in mapping children’s mathematical thinking and informing

teaching. Assessment and documentation supports educators in mapping

where children are at in their learning, so they know if these children need

differentiation. Educators do not assume, they observe, check children’s

5.2

understanding and differentiate from that.

5.3
In a differentiated classroom, differentiation, equity, access to resources,

documentation and assessment are interwoven and play a significant role in

promoting the success of all learners. This is what I want for my future as an

early childhood educator in Australia, promoting the success of all children

to become competent and confident mathematicians.

1,301 Words
5.4

Reference List
 Angela Carolina Roennau Assignment 3: Differentiation Paper

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014).

English as an additional language or dialect teacher resource:

Annotated content descriptions mathematics foundation to year 10.

Retrieved from

http://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_M

aths_Revised_February_2014.pdf

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018).

Numeracy. Retrieved from https://www.australiancurriculum.edu.au/f-

10-curriculum/general-capabilities/numeracy/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017).

What is numeracy? Retrieved from

https://www.australiancurriculum.edu.au/resources/national-literacy-

and-numeracy-learning-progressions/national-numeracy-learning-

progression/what-is-numeracy/

Australian Institute for Teaching and School Leadership (AITSL) (2017).

Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards?

gclid=Cj0KCQjwuuHdBRCvARIsAELQRQGqSM_Bv86_oAUrChTwWjwUHY7

5ZIUEtkvusSBL55kpYa2ubFYlOKsaAnSwEALw_wcB

Department of Education, Employment and Workplace Relations [DEEWR].

(2009). Belonging, Being, Becoming: The Early Years Learning

Framework for Australia. Retrieved from

http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Docume

nts/Final%20EYLF% 20Framework%20Report%20-%20WEB.pdf.
 Angela Carolina Roennau Assignment 3: Differentiation Paper

University of Canberra. (n.d.). In brief: Reasonable adjustments. Retrieved from

https://resource.dse.theeducationinstitute.edu.au/sites/default/files/in_br

ief_reasonable_adjustments_v2.pdf

Van de Walle, J., Lovin, L.H., Karp, K.S. & Bay-Williams, J.M. (2018), Teaching

Student-Centered Mathematics. Developmentally Appropriate

Instruction for Grades Pre-K—2, New York: Pearson

Yakubova, G. & Taber-Doughty, T. (2017). Improving Problem-Solving

Performance of Students with Autism Spectrum Disorders. Focus on

Autism and Other Developmental Disabilities, 32(1), 3-17.

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 Index of comments

1.1 Try to express your ideas academically.

'Essentially, Numeracy in the Australian Curriculum...'

1.2 Good inclusion.

2.1 Well-expressed.

2.2 Good referencing.

2.3 Well-supported statements.

2.4 Would have been good to first define the term 'adjustments'.

3.1 Good inclusion.

3.2 Consider English as an Additional Language/Dialect...

3.3 This reflects a contemporary philosophy.

3.4 Good point.

3.5 which

3.6 ...otherwise known as...

4.1 Good example to illustrate your discussion.

4.2 Good point.

4.3 Good practical consideration.

5.1 applies

5.2 Very positive view.

5.3 Neat summary.

5.4 Please ensure that your reference list appears on a separate page.

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