SUPPORT STUDENTS’ MATHEMATICS LEARNING

Activity 1

  • 1           Explain how you would help students to develop numerate understandings appropriate to students’ abilities, interests and needs. Give at least two specific and detailed examples of how you would cater to different learning styles.

– To help students to develop numerate understandings appropriate to students’ abilities, interests and needs through:

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– I would play a timetables game

– Maths additions and subtraction quiz game,

– play monopoly game where they learn to buy and sell property at the same time count the money as a banker

– set up a maths activity on the computer with a stickers rewards after they have performed well

-present a few simple exercises involving familiar situations, followed by exercises involving unfamiliar situations on the same topic that gives them challenge to do the sum

-encourage note taking when an educator is teaching you a math and he/she is doing step by step working the problem.

Different learning styles:

– We have 3 different learning styles

1. Kinaesthetic- learning style – this means you learn by touching and doing.

2. Auditory learning is a learning style in which a person learns through listening. Example: Enjoy discussions and talking things through and listening to others, “I hear you clearly.” , “I’m wanting you to listen.” praised or knowledge when reading loud and clear.

3. Visual learning styles – where we learn by seeing and looking Example: they prefer using diagrams, flow charts and pictures, and they learn to thinking and think on their own.

  • 2           Choose a mathematical skill such as measuring the volume of a container. Explain how you would use examples and activities to highlight and explain applications of this skill to scaffold learning. (100–150 words)

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Activity 2

  1. Identify and explain a variety of numeracy demands and opportunities you encounter in daily life.

Provide a minimum of three examples. (You cannot use examples provided in the text).

We use numeracy in our everyday of life daily such as when we go shopping example buy grocery, when we plan a holiday example we pay fares, or a house mortgage or when we teach our kids how to count in our language or others.

Numeracy is Addition, subtraction, percentage and division

  • Create an activity or describe an example you could use to teach students about the different uses and purposes of mathematics and numeracy skills identified in the previous question.

Example:

A lesson on percent increase and decrease and i turned the house in the shopping mall.

= I had an items for sale, item marked up, different taxes for different items, and my friends loved it. I gave them each $100 in monopoly money and a worksheet asking them to solve for the final prices on each item. Then my friends got it to buy whatever they could afford with their $100. I said the standard is relatively easier to relate to the real; world than some others.

Activity 3

  • Choose a child you work with or a child you know, such as a niece or nephew, or a friend’s child. Monitor the child’s understanding and use of mathematics through observation, listening and conversation. Record your observations. What did you learn about the child’s mathematics skills? (100–150 words)

Today, I have observed my nephew learning Math’s lesion with my son at the table. Here, my son asking him some questions in addition. My Nephew looked at my son with a blank face, and I can see he is moving his fingers trying to think of an answer. It was a simple questions on Math’s 10+2 is equals to. My son gave him few minutes to think and let him know the answer. When he was not able to solve then my son asked my nephew to use a paddle pop sticks to help him solve. My son then arranged the paddle pop sticks into two groups. One was 10 paddle pop sticks, the other was 2 paddle pop sticks. Then, he asked my Nephew to count the sticks one by one loudly. Then, he asked him know count the sticks all together and tell me how many sticks are there. He count the sticks together and said 12 sticks. Then, he asked my nephew he got the concepts of how we do additions when put things together.

I have learnt that we have to know the basic’s first before we attempt to answer any questions and we also need to know our numbers and figures to when we use our subtractions and additions.

Activity 4

  • Identify a factor that might affect acquisition of mathematics skills for numeracy that has not been discussed in this text.

Factors affecting the acquisition of mathematics skills might include:

  • limited opportunities for practice
    • health issues
    • having a home language other than English

Explain how this factor might affect the acquisition of mathematics skills and explain how they might be overcome. (100–150 words)

Limited opportunities for practice

-Difficult to maintain attention for length of time

-not enough time in class due to the fact that basic were not understood properly and basic had to be explained.

-communication opportunities limited

Resolutions – allocate either one on one teaching or extra time during school or via home study as well as discussing with parents short fall of the student, hence maybe convincing tuitions sessions.

Health issue

– A child having difficult in learning

– Short attention span

– Sickness or illness distracting or limiting the learning ability

Resolution- medical issues are best resolved by liaising with parents and doctors to best solve either a short or long term learning disability

 Having a home language other than English

-The ability to understand the concepts being thought

-Not being able to communicate the language

-Many a times children with other languages tend to think in their own language then translate in English, hence taking a lot longer to understand and resolve the problems.

Resolution- Extra couching on the English language either at school as one on one or taking extra classes after hours. Once again parent involvement in this matter highly recommended with respect to use of English more than the home language.

Activity 5

  • Games can be used to support students in the application of mathematics skills for numeracy. Create or describe a maths game that students could play. Be detailed in your description. Outline what needs to happen step by step, what you need to do, what students need to do and any resources needed to play the game. Explain how your game would help students to apply mathematics skills. (100–150 words)

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Activity 6

  • Discuss in 180 to 220 words how you would implement one of the planned strategies outlined in the text to enhance the abilities of students and address their individual needs. Relate it to a specific area of learning, such as creating graphs, measuring angles or learning about shapes. Your responses need to be detailed. If you choose to discuss demonstrations, each step of the demonstration should be recorded. If you choose to discuss lectures, a transcript of what you would say needs to be provided.

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Activity 7

  • How would you solve a mathematics based problem that you might encounter? How would you use your experience to encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts? (100–150 words)

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Activity 8

  • Choose one specific mathematics/ numeracy skill and explain how you would use explicit talk to focus students on that skill to be numerate.

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Activity 9

  • Choose five terms defined in the text or other numeracy/ mathematical terms of your choosing. Explain how you would use accurate terminology, as planned with teacher/s, to support students’ learning. How would you teach students about those terms?

Area – The space contained within a shape (Area is calculate by multiplying L x W)

Cube – A solid with six sides, with the sides being equal squares and the edges being equal. Also, the resulting number when a number is multiplied by itself twice

Angle – Created by two rays and containing an endpoint in common (measured by protector)

Diameter – A line segment that contains the center and has its endpoints on the circle. Also, the length of this segment

Fraction – A symbol which expresses part of a whole. It contains a numerator and a denominator.

Activity 10

  • Describe one learning experience that you could implement to encourage students to improve mental computation and calculation skills. Describe your learning experience, in detail. Write down step by step what you would do and what you would get students to do. Identify any resources you would need. Explain how and why you think your learning experience would help to encourage students to use and improve mental computation and calculation skills.

Learning to improve mental computations and calculations skills:

Students who are still at the ‘counting on’ stage may attempt a problem like 4 + 47 by starting at 4 and trying to count on 47 more. After the counting on stage, comes the ‘counting on from larger stage’.

Highlight that 4 + 47 can be calculated more easily if students first spin around to change it to 47 + 4, so they start at 47 and count on by 4.

Resources: Pen, Paper, Calculator, blocks, paddle pop sticks

 Learning experience:

-Learning experience is important to encourage the children not to relay on the calculators or technology, but easy mathematical ease /question/day to day solve in the brain.

Activity 11

  • Create five maths questions/ equations that students might be asked to solve. The questions/ equations should not be similar. Explain how students could check for reasonableness of solutions when calculating for each question/ equation.

Five Math’s Questions?

1.  If car is travelling 10kms/hr. How long will it take to travel to 50km/hrs?

2.  If Tom has 20 apples and give peter 5 apples. How many does he have left?

3.  What time does the clock show when the big hand on the 12 and small hand on the 6?

4.  Divide 15 by 5?

5.  Which sign makes the statement true? < > 12+92? 64+11?

– Student could check reasonableness by rounding up the numbers to the closet whole number to find out if the answer is close

Activity 12

  • What strategies would you use to encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills? Do not limit your answer to ideas outlined in the text. Why do you think those strategies would be effective in building student confidence? (100–150 words)

– I would praise and acknowledge students’ accomplishments, both in private and in front of their classmates.

   -Always start with a positive statement, and then you can add on by referring to what they need to work on.

– Try not to correct every single thing the student says wrong. Do not interrupt the student when they are talking to correct them — this will harm their confidence

– Create opportunities for students to succeed by building on their strengths

– Be sure to always express a positive attitude to all of your students

Problem solving skills- is where the students require thinking and playing-with-the-problem time.

To use strategies to build the effective in building student confidence is:

– To encourage the students to become fluent with the mathematical vocabulary. Students learn to join in conversations by hearing what others are saying, listening to how words are being used and ‘playing around’ with those words themselves.

– It helps them build their confidences and gets them too motivated in the class, gives them to shares ideas together in the group.

– Students need to feel safe to explore their ideas in the knowledge that it will be fine if they get it wrong: in fact, getting it wrong will be positively welcomed as this could well show us something about the problem and we get this correct together with examples and explanations.

Summative assessment 1

Question 1       Identify and describe three skills students need to acquire to be numerate.

Knowledge of numbers and figures;

Understanding relationships between numbers;

Interpreting mathematical information;

Describe -knowledge of numbers and figures is where activities is to help children learn to read numbers and know the order of numbers

-Understanding relationships between numbers- is by learning about the relationship between two numbers by finding their location on a number line

-Interpreting mathematical information- is dealing with limits and related theories , such as differentiation, integration, measure, infinite series, and analytic functions

Question 2          What should students be able to do at the formal operations stage? Discuss in 100 to 120 words.

Formal operations stage starts at the age of 12 and last into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning.

– The teachers making sure that their classroom is open and understanding.

-the student should be able to think in an abstract manner

– The student should be able to focus on to help determine how students develop their cognitive abilities

– Students need to use logic when using formulas. When doing word problems that require students to think about scenarios, students are using a higher level of thinking.

Question 3       What is your role as an educational support worker? What will you do for supervising teachers? Provide at least ten examples.

My role as an educational support worker is help the student in class and give better understanding of the subjects. Also, assist in classroom activities, school routines, and the care and management of students with special needs.

For supervising;

1. Being observed generally in the process of teaching and coaching;

2.  Providing opportunity for varied teaching and coaching experiences;

3. Demonstrating particular teaching strategies and principles

4. Giving guidance to lesson preparation and presentation;

5. ensuring they understand the school’s expectations and routines

6. Making them feel welcome in the school and staff room.

7. Taking them for orientation of the school and class

8 introduce them to the teachers and student

9. Give a guidance to the lesson and plans and routines of the day

10. Ensure that student are always under supervision under experienced teachers

Question 4       What is an angle? What is the difference between an acute angle and an obtuse angle? What is a protractor? (75–100 words)

– An angle is between two intersecting lines or surfaces at or close to the point where they meet. Example: triangle has two long sides and one short side.

– Acute angle is an angle that measure less than 90 degrees, is small angle which is less 90 degrees

– Obtuse angle is between 80 to 90 degrees, wider than 90° and less than 180

A protractor is device to measure the angles. It is typically in the form of a flat semicircle marked with degrees along the curved edge. It measures angles in degrees

Question 5       What is critical thinking? How do students use critical thinking? (100–150 words)

Critical thinking

-the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking.

– Critical thinking is where students learn to understand how to apply math knowledge to different situations and challenges to solve problems

Student use critical thinking

– When they are intense and using their brains

-always ask them to check their work and offer room for discussions

– One it can help them to use the critical thinking is to be creative and to inquire about the topics there are interested.

-we don’t just give students answers to issues or problems they are having. Instead, we turn the problem onto them and ask how they could solve this problem.

Question 6       Why do educational support workers need to be aware of educational legislation? Where can educational support workers get information about legislation? Discuss in 180 to 220 words.

When working in a school we are able to meet the requirements of the relevant legislation by:

•             gaining knowledge of what is expected.

•             being willing to apply our skills and knowledge in an appropriate manner.

•             reviewing how we work and behave to ensure we are within the legislative requirements.

Educational support workers get information about legislation in NQS or ACECQA website

=it tells you about:

1. Educational program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and communities

7. Leadership and service management

-They can get information’s from- NSW government educations

•Adoption Act 1988

•Adoption Regulations 2004

•Australian Education Act 2013 (Commonwealth)

•Australian Education Regulation 2013 (Commonwealth)

•Child Protection Review (Powers and Immunities) Act 2002

•Children’s Protection Act 1993

•Children’s Protection Regulations 2010

•Children’s Services Act 1985

•Children’s Services (Appeals) Regulations 2008

•Children’s Services (Registered Children’s Services Centers) Regulations 2003

•Commission of Inquiry (Children in State Care and Children on APY Lands) Act 2004

•Education Act 1972

•Education Regulations 2012

•Education and Care Services National Regulations (Commonwealth)

•Education and Early Childhood Services (Registration and Standards) Act 2011

Question 7       What is explicit talk and why should it be used when teaching mathematics and numeracy? (100–150 words)

-Explicit  talk / instruction is a powerful way to create a classroom environment that not only values but also demonstrates that learning is the focal point of the talk encountered in classroom literacy lessons.

-Explicit teaching builds onto what is known

-Effective teachers build on the notion that meaningful teaching and learning acts on knowledge of the learner – they know their students and respond to their learning needs.

Explicit teaching is critically about clarity in:

1. Knowing the learner

2. Responding to the learner

3. Implementing focused lessons

4. Reflection and review

Explicitly cue students to essential attributes of the mathematics concept/skill you model. For example, when associating the written fraction to the fraction pieces and their respective values, color code the numerator and denominator in ways that represent the meaning of the fraction pieces they use.

-Numeracy needs to be taught all the way through school and preschool. This is because the cognitive demands of numeracy are constantly, changing and evolving and expanding.

– It also shows the students how they achieved learning goals.

– In each context the student need to know what they know, the relevance of new learning and how to apply their knowledge.

Question 8       What is scaffolding? (100–150 words)

Scaffolding is a learning that involves providing temporary support of students to enable their progress towards independent thinking and learning.

-it hearing to teachers transitions from primarily seeing and demonstrate and model a particular math concept skills to student performing the skill independently.

-always provide examples of mathematics’ to show how to solve a problem

-Scaffolding helps when we use the strategies and knowledge in context of task completion and then student attempt to do it on their way.

-when scaffolding try use high level directions of modelling the mathematics and gradually fade your direction as student demonstrate increasing levels of performance

– Always ask questions and let student try and tell you answers

-when student answer incorrectly, praise the student for their risk taking and effort.

-when a student demonstrate to high level of response then ask him/her to move into another questions

Question 9       Describe the various types of assessments including formative and summative and standardised testing. (100–150 words)

Formative assessment is used to monitor student’s learning to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.

-formative assessments occurs in the short term, where learners are in the process of making meaning of new context and of integrating it or what they know.

-formative assessment informal when observing the learners work and formal as a written work.

Example: interactive class discussion, flash cards, warm up

Summative assessment- usually takes place at the end of a large chunk of learning.

– It also tents to have the least impact on improving and individual students learning

– Teachers and school can use the assessment to identify the students’ strength and weakness of curriculum and instruction, with improvements affecting the next terms

Example: research projects and over roll performance.

Standardized testing-They can be used to evaluate a student’s understanding and knowledge for particular area.

Achievement assessments- is typically reflect common curriculum used throughout school across the state and nations. Example history assessment mad include history distinct to a particular state or country

Scholastic aptitude assessment- are designed to assess a general capacity to learn and used to predict future academic achievements.

Summative assessment 2

Project 1

  • The NSW Department of Education states:

Numeracy involves using mathematical ideas effectively to participate in daily life and make sense of the world. It incorporates the use of numerical, spatial, graphical, statistical and algebraic concepts and skills in a variety of contexts and involves the critical evaluation, interpretation, application and communication of mathematical information in a range of practical situations.

What can you do, as an educational support worker, to ensure that the children you work with are numerate? How can you support students’ mathematics learning to ensure students are numerate?

Your response should be approximately 3000 words and be closely connected to the content in this unit of study. Relate your response to the definition of numeracy provided by the NSW Department of Education.

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