EDMA 504: Reflective Task 1
Reflect on the difference between mathematics and numeracy.
What is Mathematics? I am awe-struck with Wilkinson’s (2021) contemporary and entertaining response to this question. If you dread or love math, you can read the article here.
I agree that mathematics is seen as permanent, inviolable, a rigid discipline, a science or theory of numbers and patterns (Wilkinson, 2021). During my school years, it felt reassuring that in math, there is a verifiable answer that we can arrive to. The many pathways to reach the same solution makes the solution ‘stronger’ and increases the sense of certainty. I felt that Mathematics is fair and square in a world where yardstick can move about.
The real world, however, is full of actual problems that are unsolved and situated in various contexts that matters. Students need to identify that mathematics is regularly used outside the mathematics classroom and that numerate people apply general mathematical skills in a wide range of familiar and unfamiliar situations (Australian Curriculum Assessment and Reporting Authority [ACARA]). Being numerate involves more than the attainment of mathematical routines and algorithms, regardless how well they are learned (Stanley & Governments, 2008, p. xi).
Numbers don’t lie, but liars use numbers.
This old adage reminds us that to get the right answer (using mathematics) is sometimes not enough, we need to be able to understand its processes, purpose and significance in the real world (numeracy).
Reflect on mathematics education, the Early Years Learning Framework and the Mathematics Curriculum.
The Australian Curriculum for Mathematics covers the content of number and algebra, measurement and geometry, statistics and probability (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.). These contents are explored and developed through the proficiency strands of understanding, fluency, problem solving and reasoning.
Even from the early years, it is recognised that children bring new mathematical understanding by engaging in problem-solving, inquiry, experimentation, hypothesizing, researching and investigating (Australian Government Department of Education Employment and Workplace Relations [AGDEEWR], 2009)
Therefore, it can be said that mathematics education in Australia focuses on developing students’ numeracy skills and working mathematically through the subject of mathematics.
This concur with Becker and Selter (1996) who stated that the “ultimate objective of student learning at all levels is the acquisition of a mathematical disposition rather than the absorption of a set of isolated concepts or skills” (p.542).
Discuss the importance of mathematics teaching and learning, and positive dispositions towards mathematics.
“Many students think they come to math class to answer questions correctly, rather than to learn” (Boaler, 2015, p. 4).
This had me thinking — how can I avoid this perception?
Boaler J. (2015) stated that if we want our students to develop the growth mindset, we need to provide open task that have opportunities within them for learning, not short tasks than students get right or wrong. I find this idea powerful and will strive to adopt this more widely in my own way of thinking and in my future teaching practice.
We cannot deny the importance of teaching and learning mathematics as it teaches skills in problem solving, rigour, argumentation and persuasion that is transferable to other knowledge domain (West Virginia Department of Education, 2014)
Teachers need to develop a positive attitude towards mathematics if we want our students to also like math more, be more independent, have more perseverance and are more capable (Karp, 1991).
Teachers also need to provide opportunities for children to see the purpose of measurement in their world and to develop dispositions for learning such as “curiosity, cooperation, confidence, creativity, commitment, enthusiasm and reflexivity” (Australian Government Department of Education Employment and Workplace Relations [AGDEEWR], 2010, p. 130).
References
Australian Curriculum Assessment and Reporting Authority [ACARA]. Numeracy. Retrieved August 13 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). The Australian Curriculum: Mathematics. https://australiancurriculum.edu.au/f-10-curriculum/mathematics/
Australian Government Department of Education Employment and Workplace Relations [AGDEEWR]. (2009). Belonging, being & becoming : the early years learning framework for Australia. Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Education Employment and Workplace Relations [AGDEEWR]. (2010). Educators Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia Retrieved from https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf
Becker, J. P., & Selter, C. (1996). Elementary school practices. International handbook of mathematics education, 511–564.
Boaler, J. (2015). Unlocking Children’s Math Potential: 5 Research Results to Transform Learning,” You Cubed. https://www.youcubed.org/wp-content/uploads/2017/03/teacher-article-youcubed2.pdf
Karp, K. S. (1991). Elementary School Teachers’ Attitudes Toward Mathematics: The Impact on Students’ Autonomous Learning Skills. School science and mathematics, 91(6), 265–270. https://doi.org/10.1111/j.1949-8594.1991.tb12095.x
Stanley, G., & Governments, C. o. A. (2008). National Numeracy Review report, May 2008 (0642777357). https://apo.org.au/sites/default/files/resource-files/2008-07/apo-nid4016.pdf
West Virginia Department of Education. (2014). Why study math? Thesis: Mathematics is useful, important, and interesting. Retrieved August 12, 2021, from https://wvde.us/wp-content/uploads/2018/10/why_study_math.pdf
Wilkinson, A. (2021). What is mathematics? The New Yorker. https://www.newyorker.com/culture/culture-desk/what-is-mathematics
