1

Assessment 3: Folio

EDU20002 Maths in Practice

Assessment 3: Folio

Student Name: Marnie Houghton

Student ID: 1700332

Due Date: 29th October 2018

 2
Assessment 3: Folio

Theme/title of item:
Developing written maths in formal and informal settings
Evidence:
The chosen resource is ‘What’s the time Mr Wolf?’, written by Debi Gliori. This book assists children
in developing written mathematical skills about time. The book explores Mr Wolf’s daily encounters
with different fairy tale characters at different times throughout the story.

(What’s the time Mr

Wolf?, n.d.).
Explanation of the evidence:
Reading stories is an adaptable method to allow children to make informal connections with time
using a variety of mathematics lesson plans. The story provides many representations of time
including the analogue clock, and time written in words (eg. seven o’clock). It is also a simple and fun
way to introduce the concept of time to children. The Australian Curriculum states that children in
Foundation level must be able to “compare and order duration of events using everyday language of
time” (ACMMG007) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014a). A
potential limitation of the book is the frequent use of an analogue clock, which at foundation level,
may be difficult for some children to understand and read the time on the clock face.

Reflection linked to knowledge, practice and engagement:

This resource supports many teaching strategies as a key pedagogical tool known as ‘pedagogical
interactions’ (Siraj-Blatchford, Muttock, Sylva, Gilden & Bell, 2002). These interactions include the
educator asking open ended questions to pairs or groups of students to encourage collaboration and
discussion. This is known as scaffolding where the educator utilizes the children’s responses. This
promotes children’s social and cognitive development as well as children’s natural curiosity of the
concept ‘time’. (Siraj-Blatchford. et al., 2011).
There is evidence that using stories as a classroom resource has a significant impact on developing
the level of mathematics knowledge in children (Young-Loveridge, 2004; Wilburne, Keat, & Napoli,
2011). Combining the use of literacy into a mathematics lessons has been shown to increase
motivation, engagement, and positivity towards mathematics (The Australian Association of
Mathematics Teachers Inc, 2015). This resource has clear links to Bishop’s ‘explaining’ category. The
children will develop understandings of time and the relationship of the big and the little hands, and
 3
Assessment 3: Folio

how this links to the written time. (MacMillan, 2009).

Theme/title of item:
Making connections
Evidence:
This resource has clear links to the Mathematics strand, ‘Number and Algebra’, in the Australian
Curriculum, and the content descriptor: “Explore the connection between addition and
subtraction” (ACMNA029), (ACARA, 2014b).
The Number Partner resource allows children to learn simple strategies such as partitioning by
breaking up larger numbers into smaller numbers and finding different ‘partners’ for one number.
 4
Assessment 3: Folio

The Number Partner. Education

Services Australia Ltd, (2013). http://www.scootle.edu.au/ec/viewing/L103/index.html
Explanation of the evidence:
This resource will be used within a grade 2 classroom. Access to ICT resources (such as iPad’s, or
computers) in the classroom will allow the educator to run the lesson as pairs or groups. This
provides flexibility and allows the teacher to focus on collaboration in smaller groups. Children will
learn addition and subtraction strategies which is a vital skill for further mathematics development.
Research shows that immersion in cognitive activities with a focus on mathematics will develop
mathematical skills as well as confidence, perseverance and curiosity (Ellerton & Clements, 1994, as
cited in MacMillan, 2009).
This resource provides different options to choose suitable numbers and cater to the individual child,
which is an important part of 21st century teaching and learning. Limitations of this resource include
having the required number of ICT devices to allow each child to play the game during class, and the
requirement that children will need to have previous knowledge on how to use and navigate using
the resource. This can leave some children feeling negative towards mathematics. However, the
benefits of this resource include allowing children to work alone on the equations given on the
screen, through repetition and practice, and develop mathematical skills, such as counting on and
using critical thinking.
Reflection linked to knowledge, practice and engagement:
It could be a great idea for children to be given concrete materials alongside this resource. This is
beneficial especially for children that need further assistance with the technology component, such
as using the concrete materials in front of them to find the answer to the equations. This resource
offers flexibility as educators can tailor the lesson as they deem necessary. This strategy works great
alongside scaffolding, as it allows the educator to respond to each child individually, and children will
be able to participate and engage with the resource effectively (Munro, 2012; Sullivan, 2011).
 5
Assessment 3: Folio

Theme/title of item:
Designing meaningful ICT, purposeful activities

Evidence:
This resource focuses on Australian currency and is vital skill for children to learn. This resource also
provides a variety of levels where the children can select to focus on one coin or a mix of coins to
purchase the items given on the screen. Then they can choose whether they want to pay with the
correct amount with the coins. An example would be if there is a small toy car for 20c, how many 5c
coins do they need. Another option with this resource is that children need to work out how much
change would be given after buying one of the items.

‘Toy Shops
Money Game’ (Top Marks, n.d.). Retrieved from: https://www.topmarks.co.uk/money/toy-shop-
money/aud
 6
Assessment 3: Folio

Explanation of the evidence:

This resource allows children to develop their knowledge of Australian currency and apply the
concepts of addition and subtraction. This resource is beneficial for all children as is gives them real
life skills and children can see a real purpose to the learning experience (Pearce, 2016).
This resource allows children to build knowledge of Australian money. Research demonstrates there
are many positive outcomes for students who engage with ICT materials (Mayer, 2008, as cited in
Eady, & Lockyer, 2013; Aubrey, & Dahl, 2008). Using ICT into the classroom is essential in the 21 st
century and is one of the general capabilities in the Australian Curriculum (ACARA, 2014c). This
resource provides children with lifelong practical skills. It also has flexibility to extend the experiences
(OECD, 2010, as cited in Eady, & Lockyer, 2013; Burnett, & Daniels, 2015). A limitation of this
resource could be that some children may not have the skills to perform the tasks on the computer.

Reflection linked to knowledge, practice and engagement:

This resource allows educators to explore many different types of teaching strategies, but one main
one would be the differentiated teaching strategy. This allows the educator to modify and change the
lesson based on how the children’s learning is going (Victoria State Government Education and
Training, 2017). This resource is meaningful to children, as it allows them to make real life
connections to the Australian currency, and on my placement experience I found many different
extensions the teachers will be able to apply.
 7
Assessment 3: Folio

Theme/title of item:
Assessing, anticipating, extending children’s learning

Evidence:
This resource is called ‘Sort it out’, and children will be required to sort and arrange objects and
pictures by shape, colour, or size and record the data. Next the children will be given feedback by the
educator, and then complete a self-assessment. (See self-assessment example).

Sort it out. Retrieved from:

http://syllabus.nesa.nsw.edu.au/assets/global/files/maths__k6_sampleafl.pdf (Board of Studies

New South Wales, n.d.).
Explanation of the evidence:
This resource has versatility and can be used with other subjects in the curriculum. The resource can
be used as an individual or a peer assessment strategy. This adds an area of social cognitive
development to the resource, which is another key developmental milestone for children. This
resource also assists the early mathematical development in children, by focusing on the
achievement standard for Mathematics in the Australian Curriculum. At foundation level, the
curriculum states that children must be able to group objects based on common characteristics and
sort them (ACARA, 2014d).
This allows children to oversee their own learning. When children are involved in their own learning
and assessments, it develops confidence in their learning (NZ Ministry of Education, 2014; Flottman,
Stewart, & Tayler, 2011). This resource allows educators to anticipate and extend the children’s
learning, as assessing is an ongoing process that capture the children’s developmental abilities
 8
Assessment 3: Folio

(Bagnato, 2007, as cited in Flottman, Stewart, & Tayler, 2011).

Reflection linked to knowledge, practice and engagement:
Allowing children to engage with their own learning and assessment encourages collaboration
between student and teacher. Educators will need to develop a reflective practice to strengthen the
teaching and learning environment (Ewen, 2014). This provides insight into the children’s
developmental stages.
Effective assessments will need to reflect the individual child (Flottman, Stewart, & Tayler, 2011) and
involve the evaluation of children’s, strengths, interests and abilities. This allows educators to plan
future lessons based on the data gathered as children’s learning and development changes rapidly.
9
Assessment 3: Folio

References

Aubrey, C., & Dahl, S. (2008). A review of the evidence on the use of ICT in the Early Years

Foundation Stage. Early Childhood Research Unit: University of Warwick. Becta

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

to year 10 Curriculum: Mathematics. (ACMMG007). Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?

strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+

and+Probability&capability=ignore&priority=ignore&year=11751&elaborations=true&c

d=ACMMG007&searchTerm=ACMMG007#dimension-content

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

to year 10 Curriculum: Mathematics. (ACMNA029). Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?

year=11751&year=11752&year=11753&year=11754&year=11755&year=11756&year=

11757&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=St

atistics+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy

&capability=Information+and+Communication+Technology+%28ICT

%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and

+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Under

standing&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+a

nd+Cultures&priority=Asia+and+Australia

%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&ela

borations=false&scotterms=false&isFirstPageLoad=false#dimension-content

Australian Curriculum and Assessment Reporting Authority. (2014c). Foundation to Year 1

0. Curriculum: General Capabilities: Numeracy: Numeracy Across the Curriculum.

10
Assessment 3: Folio

Retrieved from:

http://www.australiancurriculum.edu.au/GeneralCapabilities/numeracy/introduction/num

eracy-across-the-curriculum

Australian Curriculum and Assessment Reporting Authority. (2014d). Foundation to Year 1

0. Curriculum: Mathematics: Achievement Standards. Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?

year=11751&year=11752&year=11753&year=11754&year=11755&year=11756&year=

11757&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=St

atistics+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy

&capability=Information+and+Communication+Technology+%28ICT

%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and

+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Under

standing&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+a

nd+Cultures&priority=Asia+and+Australia

%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&ela

borations=false&scotterms=false&isFirstPageLoad=false

Board of Studies New South Wales. (n.d.). Sample assessment for learning activities.

Retrieved from: http://syllabus.nesa.nsw.edu.au/support-materials/sample-afl-activities/

Burnett, C., & Daniels, K. (2015). Technology and Literacy in the early years: Framing

young children’s meaning-making with new technologies. In Garvis, S., & Lemon, N.

(Eds). Understanding Digital Technologies and Young Children: An International

Perspective. Routledge.
11
Assessment 3: Folio

Eady, M. J. & Lockyer, L. (2013). Tools for learning: technology and teaching strategies.

Learning to Teach in the Primary School. Queensland University of Technology:

Australia. pp. 71.

Eaude, T. (2011). Thinking through pedagogy for primary and early years. London: SAGE

Publications.

Education Services Australia Ltd. (2013). The Number Partner. Retrieved from:

http://www.scootle.edu.au/ec/viewing/L103/index.html

Ewen, T. (2014). Reflective Primary Teaching. Northwhich: Critical Publishing.

Flottman, R., Stewart, L., & Tayler, C. (2011). Evidence Paper: Practice Principal.

Assessment for learning and development. Victorian Early Years Learning and

Development Framework: University of Melbourne.

MacMillan, A. (2009). Numeracy in Early Childhood: Shared Contexts for Teaching

& Learning. Melbourne: Victoria Oxford University Press

Munro, J. (2012). Effective strategies for implementing differentiated instruction. Melbourne

Australia: Australian Council for Educational Research. Retrieved from:

https://research.acer.edu.au/research_conference/RC2012/27august/14

NZ Ministry of Education. (2014). Te Whariki. Retrieved from

http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx

Pearce, S. (2016). Authentic learning: what, why and how? E-Teaching; Management

strategies for the classroom. Retrieved from:

12
Assessment 3: Folio

http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-

Teaching_2016_10.pdf

Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R., & Bell, D. (2002). Researching

effective pedagogy in the early years. London: Institute of Education University of

London

Sullivan, P. (2011). Teaching mathematics: using research-informed strategies. Camberwell:

Victoria. Australian Council for Educational Research

The Australian Association of Mathematics Teachers Inc. (2015). Promoting positive

attitudes towards mathematics. Retrieved from: https://www.aamt.edu.au/

Top Marks. (n.d.). Toy Shop Money. Retrieved from:

https://www.topmarks.co.uk/money/toy-shop-money/aud

Victoria State Government Education and Training. (2017). High Impact Teaching

Strategies. Retrieved from:

https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstr

at.pdf

Wilburne, J. M., Keat, J. B., & Napoli, M. (2011). Cowboys count, monkeys, measure, and

princesses problem solve: Building early math skills through story books. Baltimore,

MD: Paul H. Brookes Publishing Co. Inc

Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books

and games. Early Childhood Research Quarterly. 19. pp82-98.

13
Assessment 3: Folio

Images

Sort it out. [Image]. (n.d.). Board of Studies New South Wales. Retrieved from:
http://syllabus.nesa.nsw.edu.au/assets/global/files/maths__k6_sampleafl.pdf.

The Number Partner. [Image]. (2013). Education Services Australia Ltd. Retrieved from:
http://www.scootle.edu.au/ec/viewing/L103/index.html

What’s the time Mr Wolf? [Image]. (n.d). Retrieved from:

https://www.bloomsbury.com/uk/whats-the-time-mr-wolf-9781408819418/