The purpose of this folio assessment is to produce a collection of information, resources and reflections based on the content and activities. This collection will help you develop your skills in teaching early mathematics and numeracy.
Here we are collecting items/evidence; the use of 'resource' in this assessment is used in a difference context to that it was used. For this assessment you may be collecting numeracy plans, examples of student work, activities or even assessments
This assessment allows you to add a reflective dialogue and to track your reasons for including specific evidence.
Your folio should be a collection of items; your discussion needs to be supported by academic literature.
Word Count: 2500 (+/- 10%)
Theme / title of item:
Evidence: What is the resource?
Provide a brief description about what the item/evidence is, along with a hyperlink and a visual cue such as a screen shot/photo. This is evidence of knowledge and understanding of choosing an appropriate resource to develop children's early mathematical behaviour.
Explanation of the evidence:
1. How is this resource used in children's early maths development? This is evidence of knowledge and understanding of maths pedagogy, tools and methods.
2. What are the benefits and limitations of the resource?
Here you are able to provide a detailed analysis (20%) of the item, discussing benefits and limitations. You will make links to curricula documentation within this analysis, i.e. Early Years Learning Framework and / or Australian Curriculum.
You are to select 10 items/pieces of evidence: Each of these 10 items are centered around different themes
- Developing Written Maths
- Making connections
- Approaches to Planning
- Designing meaningful and purposeful activities and
- Assessing, anticipating and extending children's learning.
- For each of these themes there are 2 different types of evidence you must collect and present.
Part 1 - Developing Written Maths requires:
One example of analysed written maths - Here you find an example of written maths if you do not have access to children it is still possible to find examples by doing a Google search. You could even analyse a completed worksheet because this will give you lots of opportunities to be critical - seeing as we do not advocate using worksheets within this unit.
An activity about how to extend early written maths skills - Here you can use your own activity or find one on the internet that looks at extending written maths skills.
Part 2 - Making Connections requires:
One example of how numeracy as a skill is cross-curricular/thematic - Here you need to look at numeracy skills specifically and look for example of how numeracy can be used across the curriculum not just in mathematics.
One example of evidence of understanding maths in Early Years Learning Framework (EYLF) or Australian Curriculum (AC) - Choose an activity that links directly to an AC code or EYLF outcome. You could take a EYLF learning outcome or a content descriptor of the AC and explain how you would teach this within either an EC or Primary context. For Primary AC you could chose a Scootle resource to help illustrate your understanding. For EC EYLF links you can explain an example from page 34 and 35 of the EYLF in more detail or think of your own example and link it to outcome 4/5.
Part 3 - Approaches to Planning requires:
One example of a numeracy program of brief plans and ideas related to EYLF - Here is an excellent example for the EYLF page 15/16 specifically have the matrix, however the whole document is an amazing resource for early mathematical thinking.
https://web.seru.sa.edu.au/pdfs/SERUpdate%20Sept%202010.pdf
One example of a numeracy program of brief plans and ideas related to Australian Curriculum - There are some examples provided in the weekly readings, a good example for the AC is https://www.australiancurriculumlessons.com.au/category/mathematics-lessons there are many available by completing a search, or you may already have some.
Note: We are not asking you to develop a numeracy program, we are asking you to find them.
Part 4 - Designing meaningful and purposeful activities requires:
Two examples of maths activities - There are many resources available on the internet or of course you can choose something of your own.
You can choose the links here, both to EYLF, both to AC or even one of each!
Part 5 - Assessing, anticipating and extending children's learning requires:
Two examples of how assessing early maths behaviour can extend children's learning and engagement with maths - here think about the types of assessment that occur formative, summative and diagnostic.
You can choose the links here, both to EYLF, both to AC or even one of each!
You are required to complete one template for each item used, you will have 10 in total. The word count is 2500 +/- 250 words, so we are looking at around 250 words for each completed template. The key features are:
- What is the ritem/evidence you are providing? Here we need a brief description with a hyperlink to the item and a visual cue.
- An explanation about how the item is used in children's early maths development
- The benefits and limitations of the item. Here you need to make links to EYLF and/or AC.
- A reflection about how you may use the item, consider different teaching strategies, and any links to practice you have, reflections from placements or the discussion board.
- Inclusion of academic links to support the item being useful.
- Formatting and structure of the document.
Attachment:- MATHS ASSESSMENT.rar