Mathematical Learning Experiences

Below I have stated the things I would include in a document I would provide to the principal that is titled “How to set up and manage mathematical learning experiences” and why they are included. They are as follows:

The learner- The Australian Curriculum, Assessment and Reporting Authority (2012) addresses this by making it an objective for teachers to understand that each student can learn and the needs of every student are important.

The learning environment- A classroom needs to be interesting enough to engage students and inform them with visuals and charts and hands on tools. Reach Every Student (2012) suggests using student solutions, manipulatives and glossary terms.

Scaffolding- It is important to remember that students also need to be guided, this is where the term ‘scaffolding’ comes into play.

Open-ended Tasks- This importance of open-ended tasks has already been discussed in my blog, but I am bringing it up again and into this list because it plays a significant role in engaging the students.

Teacher Questions- This idea is discussed by Copley (2010) whom also discusses the significance of observing your students and asking these open-ended questions so that they can be prompted to make more discoveries and construct more mathematical ideas

Use manipulative’s- This is reinforced by Linder, Powers-Costello and Stegelin (2011) who comment that students should be able to have a relationship with mathematics through “play, discovery and exploration”.

Correct mathematical language- In the early years students are still developing the correct terminologies in the mathematical world.

Use technology- There are so many uses for technology in the classroom- but mainly it is an engaging tool.

Teaching strategies- I think this is probably one of the most important things on my list. This is because I am new to teaching and I am already finding that knowledge on teaching strategies can be useful in the classroom.

References

Australian Curriculum, Assessment and Reporting Authority. (2012). The Shape of the Australian Curriculum (pp. 10–11). Sydney: Australian Curriculum, Assessment and Reporting Authority.

Copley, J .V. (2010). Geometry and spatial sense in the early childhood curriculum. In J. V. Copley (Ed.), The young child and mathematics (2nd ed.), (pp. 99–117). Reston, VA: National Council of Teachers of Mathematics

Monteleone, C. (2017). How to set up and manage mathematical learning experiences for individual, group and whole class teaching and learning.. Presentation, ACU, Strathfield.

Reach Every Student. (2012). The third teacher. Ontario: Capacity Building Series.