Standard 2; Evidence # 2

Standard 2: Know the content and how to teach it

EDMA310: Mathematics: Learning and Teaching 2
By completing this assignment, I worked with colleagues to create a unit of work using different
numeracy strategies. Through completing this assignment, I demonstrated that I can evaluate
learning activities which enable students to learn mathematics. The two numeracy strategies
explored in this assignment were open ended tasks and integrating mathematics into other
disciplines. The rationale for using these strategies is explored below.
RATIONALE FOR USING OPEN-ENDED TASKS:
The use of open ended tasks has endless advantages in the mathematics classroom. They allow
every child to participate, regardless of their ability level (Bridge, Day & Hurrell, 2012). Similar to
other activities in this portfolio, open ended tasks are often in the form of problems, so students can
use problem solving to try to work through the question. For tasks to involve problem solving they
must be open ended and provide a number of exit points in order to cater for all learners (Bridge,
Day & Hurrell, 2012), who can tackle the problem at their level of learning and in a way that is most
logical to them. Using this problem based approach ensures that students long term learning of
algebra is enhanced (Booker & Windsor, 2010).
RATIONALE FOR INTEGRATING MATHEMATICS INTO OTHER DISCIPLINES:
Integrating mathematics into other disciplines is beneficial in many ways, especially when it is
integrated into literacy by the use of literature. First and foremost, the use of literature in
mathematics is helpful to teachers in assisting them to integrate the curriculum (Griffiths & Clyne,
1998). However it is also helpful to students in a number of ways, as it provides multiple entry points
into an algebraic task (Austin & Thompson, 1997). These entry points allow students to explore
algebra in a non-threatening way, as it is a concept that is often daunting to students (Austin &
Thompson, 1997). As well as being something that can be used across ability levels, childrens
literature is a natural hook to interest and to motivate students of many ages (Austin & Thompson,
1997, p. 274). Using both mathematics and picture story books simultaneously ensures that the
mathematics is more relevant to the students and contextualises their learning in an appealing way
(Griffiths & Clyne, 1998). It also gives their mathematics language learning a purpose, a meaning and
a structure as they are able to use both the words (story) and illustrations to problem solve and
complete patterning and algebraic problems.
Comment [N1]: This paragraph shows
that I understand the importance of open-
ended tasks in the mathematics classroom
and is one numeracy strategy that could be
used in mathematics
Comment [N2]: This paragraph shows
my knowledge of the importance of
integrating mathematics into other
disciplines. By completing this assignment,
I was able to demonstrate my knowledge
of mathematics and more specifically
algebra, as well as strategies to enhance
the teaching of this content (focus areas
2.1; 2.5).