maths inpractice

Order Description

Assessment 2: Development of teaching resources
Word/Time limit: 1000 (+/- 10%)
Weighting: 30%
Due date: 5pm AEST Monday 1 May 2017 (Week 7)

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Assessment overview

The purpose of this assignment is to continue to build your awareness around:
experiences and teaching strategies that develop mathematical thinking in children
pedagogical approaches in mathematics and numeracy appropriate to the content area and level of the children as children explore and investigate the world around them.

You will be finding, selecting and analysing two teaching resources, and creating a learning experience utilising each one.

ULO2 – Create processes, experiences and teaching strategies that develop mathematical thinking in children.
ULO3 – Investigate and analyse pedagogical approaches in mathematics and numeracy appropriate to the content area and level of the children they teach.

Assessment details
Choose two areas of early mathematical thinking you wish to focus on (from Bishop\’s – counting, measuring, locating and designing).
Choose an age range of children you wish to work with, ?early childhood age group (0-5yrs) or
?lower primary age group (5-8yrs).

Select two resources that are creative and engaging, one for each of your chosen areas of mathematical thinking.

Complete the following for both resources including:
Name and evidence of resource
Age group
Bishop category
A rationale that:
?includes support from the content/information presented in Chapters 1-7 (of eText) that describes and reflects upon your chosen teaching strategy (Week 5 and 6 content) that you would use when using this resource with children resource to extend children\’s mathematical understandings (relate this to Module 1 and 2)
?makes links to its relevance to either the Early Years Learning Framework or Australian Curriculum.

Present the resources as authentic and professional resources that could be used as evidence to extend and support children\’s mathematical skills, strategies and understandings.

Submit your teaching resources as a Word document.

Additional resources

The Study resources section has helpful guides on how to use your online classroom, including study skills and support, academic writing and assessment tools.

Additionally, Swinburne\’s APA style guide will help you with citing and referencing your work.

Submission details

This assessment will be submitted via Turnitin. See the Assessment 2 section of Blackboard for more detailed information.

Assessment criteria
1.Knowledge and understanding of early mathematical thinking and resources to extend children\’s learning.
2.Analysis of the chosen resource and reflections upon teaching strategies.
3.Evidence of connecting academic literature and curricula documents to practice.
4.Presentation and communication.

Your work will be assessed using the following marking guide:

Criteria No pass Pass
50-59% Credit
60-69% Distinction
70-79% High distinction
80-100%

Knowledge and understanding of early mathematical thinking and resources to extend children\’s learning.
(20%) Did not meet criterion.
The resources are identified, at times the link to Bishop\’s categories and chosen age range is unclear.

The resources are identified and link appropriately to Bishop\’s categories and chosen age range.

There is good identification and understanding shown of how the resources link to the Bishops categories and the chosen age range.

There is excellent identification and understanding shown of how the resources link to the Bishops categories and the chosen age range.

Analysis of the chosen resource and reflection upon teaching strategies.
(50%) Did not meet criterion.
Development of ideas is consistent with appropriate balance between description and analysis.

There is an attempt to reflect and evaluate the resources.
Some reference is made to teaching strategies.
Development of ideas is consistent with good balance between description and analysis.
The assessment contains clear understanding of the teaching strategies in relation to the resources.
A questioning approach is used when analysing the resources.
Evidence of reflection of linked to teaching strategies and the chosen resource.
Challenging, comprehensive critical analysis is sustained throughout the assessment.
Evidence of sophisticated reflection linked to teaching strategies, the resources and the role of the teacher.
Evidence of connecting academic literature and curricula documents to practice.
(20%) Did not meet criterion.
This work draws upon a range of sources including appropriate curriculum documents.
Literature included relates to the context in which they are used; references are generally cited appropriately using the APA style, some errors are present.
A range of appropriate literature and curriculum document forms the basis of this work.
References are incorporated into discussion using an appropriate blend of quotation and paraphrasing.
References are presented using the APA style, with some minor errors.
Literature and appropriate curriculum documents are used to reinforce and develop the rationale.

All sources are acknowledged and integrated successfully, with only minor errors in following APA style
The balance of quotation and paraphrase enables points to be made strongly.
Extensive use of literature and appropriate curriculum documents to reinforce and develop your rationale.

Evidence of selective use of highly relevant sources.

References embedded expertly into the flow of information and ideas with a well-managed balance of paraphrasing and quotation.
Flawless use of APA style for all forms of referencing.
Presentation and communication
(10%) Did not meet criterion.
The mode of communication is generally coherent.

Expression is generally clear.

Expression is generally clear; no persistent errors in grammar, punctuation or spelling.

The work is clearly expressed.

Points are made with clarity.

There are only minor spelling or grammatical errors.

The work is clearly expressed in an appropriate style.

Points are made with clarity.

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