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EDU20002 Mathematics in Practice Assessment 3: Folio

EDU20002 Mathematics in Practice

Folio resource template

Theme / title of item: Written Maths Early Written Numerals by Molly

Evidence:

This pictures is of markings made by Molly, aged 3 years and 11 months, and the markings represent the numbers six,

seven and eight.

Childrens Mathematics Network. (2012). Early written numerals [image]. Retrieved from http://www.childrens-

mathematics.net/gallery_01_number.htm

Explanation of the evidence:

1. How is this resource used in childrens early maths development?

This child is developing a sense of numeracy and beginning to explore mathematical principles and concepts

(MacMillan, 2009). The mathematical activity is playing, intrinsic motivation is curiosity and interpersonal motivation is

respect (MacMillan, 2009). Children use mark makings to explore symbols in a non-standard way and they read the

symbol as if it were correct (Curruthers and Worthington, 2003). This method is play-based learning where children

use marks to symbolically represent numbers (Department for Children, Schools and Families, 2008).

2. What are the benefits and limitations of the resource?

The benefits of this resource is that can improve childrens ability to undertake calculations. This resource can also

provide support and understanding when children start to problem solve, reason and undertake numeracy. By using

childrens mathematical graphics, they also become more confident as writers and mathematical thinkers (Department

for Children, Schools and Families, 2008).

Outcome 4: Children are Confident and Involved Learners. These learning outcomes cover curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Other areas include problem

solving, inquiry, experimentation, hypothesising, researching and investigating. All these outcomes can assist children

organising, recording and communicating mathematical ideas, concepts using mathematical language and symbols

(DEEWR, 2009, pp 34-35)

2

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EDU20002 Mathematics in Practice Assessment 3: Folio

Reflection linked to knowledge, practice and engagement:

Early learning practitioners should be modelling mathematical language and use open questions and discussions to

encourage childrens mathematical graphics. They need to monitor and evaluate the resources available to the

children so that they are encouraged to use problem solving, reasoning and numeracy skills. Role play and the use of

mathematical signage can assist the children with developing their mathematical graphics and fosters a culture of

mathematical numeracy and learning. Children should not be discouraged when mark making as this supports their

mathematical thinking and processes (The Williams Maths Review, DCSF, 2008a as cited in Childrens Mathematics

Network, 2012).

3

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EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Extending written mathematics - Outside Play Cafe

Evidence:

The resource is a caf in an outside play house where children can practice their mathematical graphics by writing

down menu orders.

The idea for this resource is sourced from Carruthers, E., & Worthington, M. (2011), Understanding Childrens

Mathematical Graphics : Beginnings in Play retrieved from

http://web.a.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzM3NTExNF9fQU41?sid=7b

29d518-1eab-4c72-a455-49e887099211@sessionmgr4005&vid=0&format=EB&rid=1

Explanation of the evidence:

3. How is this resource used in childrens early maths development?

This resource assists children with the development of their written mathematics through exploration with marks which

correlates to mathematical meanings (Carruthers and Worthington, 2011). The mathematical activity is playing, the

intrinsic motivation is curiosity and the interpersonal motivation is respect (MacMillan, 2009). MacMillan (2009)

suggests that children, when offered opportunities of formalised play, extend their mathematical knowledge by

unconsciously applying the concepts of mathematics. In this activity, children use their current knowledge of ordering

at a caf by taking and writing down the order.

4. What are the benefits and limitations of the resource?

Extending their mathematical abilities through this resource will assist children in developing problem solving,

reasoning and numeracy skills as well as their confidence in themselves as writers and mathematical thinkers

(Worthington and Carruthers, 2012). Play based learning provides a means for exploring and communicating ideas,

feelings and thoughts (Worthington and Carruthers, 2012). If children are free to choose how they make their graphical

markings, they are then able to translate between the informal marks and the standard symbols used later in their

education (Worthington and Carruthers, 2012).

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EDU20002 Mathematics in Practice Assessment 3: Folio

Outcome 4: Children are Confident and Involved Learners. These learning outcomes cover curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Other areas include problem

solving, inquiry, experimentation, hypothesising, researching and investigating. All these outcomes can assist children

organising, recording and communicating mathematical ideas, concepts using mathematical language and symbols

(DEEWR, 2009, pp 34-35)

Reflection linked to knowledge, practice and engagement:

Responsive teaching practices will assist the child in developing further mathematical skills when using this resource

(MacMillan, 2009). This resource is a concrete resource that can provide verbal interactions and demonstrations so

that children can make sense of the mathematical concepts (MacMillan, 2009). When interacting with the children, the

teacher can model curiosity and use critical reflection techniques for example how many drinks did I order?

5

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Making Connections Two of everything

Evidence:

This resource assists children in developing counting skills through stories. The book Two of Everything is used to

encourage discussions about pairs of objects and doubling, counting and development of number language.

Asia Education Foundation. (n.d.). Activity Four: Count Along. Retrieved from

http://www.asiaeducation.edu.au/curriculum_resources/maths/foundation_year_numbers_and_counting/activity_4_cou

nt_along.html

Explanation of the evidence:

5. How is this resource used in childrens early maths development?

Children develop their language and mathematical skills associated with comparing and ordering collections, sorting,

identifying and classifying of objects. They will extend their language development by describing and explaining as

they place items in and out of the magic pot (Asia Education Foundation, n.d.). The mathematical activity is counting,

the intrinsic motivation is choice and the interpersonal motivation is respect (MacMillan, 2009).

6. What are the benefits and limitations of the resource?

There are strong links with constructivist views of learning as the children work collaboratively and are learning as

individuals as they complete the task (Hayes, 2010 as cited in Kelly, n.d.). The children are engaged in the story and

complete a mathematical challenge and this is more engaging for children as they are not seen to be undertaking just

one topic (Kelly, n.d.).

One of the limitations include that dominant children may play a more active role in the activity and lose their identity

(Kelly, n.d.).

ACARA links

Foundation Year: Number and Algebra. Number and place value. Connect number names, numerals and quantities,

including zero, initially up to 10 and then beyond (ACARA, n.d.).

Foundation Year Literature and context. Recognise that texts are created by authors who tell stories and share

experiences that may be similar or different to students own experiences (ACARA, n.d.).

Year 1 Number and place value. Develop confidence with number sequences to and from 100 by ones from any

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EDU20002 Mathematics in Practice Assessment 3: Folio

starting point. Skip count by twos, fives and tens starting from zero (ACARA, n.d.)

Reflection linked to knowledge, practice and engagement:

A variety of materials are used for the children to use for counting, sorting, ordering and comparing such as beads,

blocks, marbles, paper clips and pegs (Asia Education Foundation, n.d.). It is an enabling environment which can be

adult and child led and can incorporate a range of learning styles. ACARA (n.d.) state that students need to recognise

that mathematics can be applied to other areas and apply the skills in a range of familiar and unfamiliar situations.

7

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Making Connections - Money and financial mathematics Pancakes can make a difference

Evidence:

Pancakes can make a difference covers three strands: Mathematics, Science and English and is about making

pancakes as a fundraiser for a chosen charity. Students read a book about fundraising and then create their own

project and understand how fundraising can make a difference in society.

.

Education Services Australia. (2014). Scootle. Mathematics / Year 1 / Number and Algebra / Money and financial

mathematics. Retrieved from http://www.scootle.edu.au/ec/search?accContentId=ACMNA017

Explanation of the evidence:

7. How is this resource used in childrens early maths development?

This resource provides understandings, skills and values and connects to the real world (ASIC, n.d.). It covers a

fundraising event and students create advertising, count and sort money and determine the costing of products. It links

to the Australian Curriculum and students develop the following capabilities and skills: Numeracy, literacy, creative and

critical thinking, and personal and social capability (ASIC, n.d.). There are also sequenced teaching and learning

activities, assessment tasks (formative and summative) and resources.

8. What are the benefits and limitations of the resource?

This resource is already linked with the curriculum and provides all the worksheets, tools and resources for the

educator. The tools can be modified to suit the students, ensuring that all learners needs are catered for and is learner

centred, making it an ideal 21

st

century resource. The limitations could be that if you do not have an onsite oven or you

dont have permission to undertake fundraising from the school authority.

ACARA

Mathematics / Year 1 / Number and Algebra / Money and financial mathematics / Recognise, describe and order

Australian coins according to their value (ACARA, n.d.).

8

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Reflection linked to knowledge, practice and engagement:

Everyday mathematics has been identified and is used to deliver this program, enabling students to use concrete tools

and ideas that will broaden their mathematical understanding. Children use math talk and time is allowed for

individuals and groups to foster communication about their learnings. The teacher can also scaffold opportunities to

deepen the childrens understanding and confidence of mathematics (Ontario, n.d.).

9

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EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Approaches to planning EYLF Term 3 Plan, Earth and Beyond.

Evidence:

The plan is very science based but one plan is that of weaving the concepts of distance and time into the numeracy

learning through exploring the questions How long does it take to get to space? And How far away is space? Talking

about time in terms of day, week, year etc. (Gowrie SA, n.d. p.16).

Gowrie SA. (n.d.). Early Childhood Program Examples Ideas and Inspiration. Retrieved from

http://www.pscsa.org.au/cms/files/Gowrie%20SA%20Early%20Childhood%20Program%20Examples.pdf

Explanation of the evidence:

9. How is this resource used in childrens early maths development?

Children match and describe characteristics, attributes of patterns, objects and collection during an excursion. Children

describe early mathematical ideas using the objects, pictures and drawings made that relate to the exercise and can

include created symbols and number. They use videos to explore quantities, position, movement, direction, order,

sequence and pattern.

10. What are the benefits and limitations of the resource?

It is very cross-curricula and explores the content using constructivist theories. Knowledge is being actively

constructed through building rockets, counting, exploring and is supported by an age appropriate, integrated curriculum

using a project approach (MacMillan, 2009). There is social interaction between the teachers, children and the parents

(MacMillan, 2009).

The limitations are that it is very broad and incorporating mathematics into the daily activities could be lost. Its

essential that proper planning is undertaken to ensure that all mathematical knowledge and skills are taught.

10

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Early Years Learning Framework

Outcome 4: Children are Confident and Involved Learners. These learning outcomes cover curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Other areas include problem

solving, inquiry, experimentation, hypothesising, researching and investigating. All these outcomes can assist children

organising, recording and communicating mathematical ideas, concepts using mathematical language and symbols

(DEEWR, 2009, pp 34-35)

Reflection linked to knowledge, practice and engagement:

When delivering this program, I will need to be very familiar with its content as well as organized as there is quite a bit

that needs to be covered during the term. It will also be essential to consult with other practitioners in the early learning

centre to ensure each of the activities will be documented and include this in any planning documentation.

11

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Approaches to planning - Australian Curriculum Learning about shapes

Evidence:

Learning about Shapes is a 2 week unit of lesson plans (ten lessons in total) on two-dimensional (2D) and three-

dimensional (3D) shapes for Foundation, Year 1 and Year 2 students. The lesson looks at every day and mathematical

language and explores sides, corners, edges and faces and students classify the shapes using obvious features.

Australian Curriculum Lessons. (2014). Learning About Shapes: A 2 week unit of lesson plans on 2D and 3D shapes

for F/1/2. Retrieved from http://www.australiancurriculumlessons.com.au/2013/11/23/learning-about-shapes-a-

2-week-unit-on-2d-and-3d-shapes-for-f12/

Australian Curriculum Lessons [image].

Explanation of the evidence:

11. How is this resource used in childrens early maths development?

It is content driven and meets the prescribed standards and learning outcomes of the Australian Curriculum (Pugh &

Duffy, 2013). Using MacLeod-Brudenells (2004, p. 251) planning considerations, childrens existing skills have not

been assessed; opportunities for collaboration; theres no plan for extending learning; plan for the role of the

practitioner is included and various learning and teaching strategies used. The following MacMillans (2009)

mathematical skills have been applied: Problem-solving; Reasoning; Communication; Disposition; Making Connections

and Evaluating.

12. What are the benefits and limitations of the resource?

The benefits of this plan is that the lesson is ready to go, with all resources created, roles easily defined and

assessment tools created. The planner has also thought about scaffolding the learning by adding various questions

that can be used throughout the lessons.

The limitations of this lesson is that there are no time allocations for the exercises and this will need to be defined in

order to allocate planning for the days and weeks ahead.

12

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EDU20002 Mathematics in Practice Assessment 3: Folio

Australian Curriculum Links

Foundation Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the

environment (ACARA, n.d.)

Year 1 Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious

features (ACARA, n.d.)

Year 2 Describe and draw two-dimensional shapes, with and without digital technologies (ACARA, n.d.)

Year 2 Describe the features of three-dimensional objects (ACARA, n.d.)

Reflection linked to knowledge, practice and engagement:

I would ensure time frames are created and assess the children in the class to see if each child is able to meet the

outcomes. Some children may need extra time to consider the activities and some children will need extensions in

order to keep them engaged (pedagogical framing Siraj-Glatchford et al, 2002, p.7

13

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Designing meaningful, purposeful activities Music Mats

Evidence:

This resource is designed for children in an early years environment (preferably Birth Five) and incorporates music as

a tool for counting and incorporating information and communication technology. The resource is sourced from E2BN

(2008) and is an activity plan.

E2BN. (2008). ICT in early years- Activity Plans. Retrieved from http://ictearlyyears.e2bn.org/resources_102.html

Explanation of the evidence:

13. How is this resource used in childrens early maths development?

The concrete material (music mat) is the feature of the learning exercise and children are monitored and evaluated

through observation and interaction. These are good examples of constructivist theory in the planning of this exercise

(MacMillan, 2009). It is imaginative and purposeful, engaging multiple intelligences by using meaningful tasks that

engage the individuals strengths and interests (MacMillan, 2009). They will be learning 1-1 correspondence and count

up to five and Bishops categories used are counting, locating and playing (MacMillan, 2009).

14. What are the benefits and limitations of the resource?

Childrens involvement is recognised and valued in a flexible and open-ended environment. Teachers have the

opportunity to provide children encouragement as well as working collaboratively (holding hands whilst gaining

confidence on the mat) or individually (doing the exercise themselves). Children can use their imagination and try new

challenges when using the mat (DEEWR, 2009). The limitations is that not all children can walk across the mat (as

they may be too young).

14

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Early Years Learning Framework

Outcome 4: Children are Confident and Involved Learners. These learning outcomes cover curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Other areas include problem

solving, inquiry, experimentation, hypothesising, researching and investigating. All these outcomes can assist children

organising, recording and communicating mathematical ideas, concepts using mathematical language and symbols

(DEEWR, 2009, pp 34-35)

Reflection linked to knowledge, practice and engagement:

Responsive teaching can be used to encourage the children to help them develop further mathematical skills and

expand, extend and clarify what they currently already know (MacMillan, 2009). To extend, start with a simple counting

game before using the mat and then move to the mat (or vice versa). Its important to ensure that the children are

owning the game, rather than the teacher leading the game as this supports the children interpersonally (MacMillan,

2009).

15

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Designing meaningful, purposeful activities Counting Beetles making word problems

Evidence:

Aimed at years one and two, this is an information and communication technology tool to assist children to create their

own addition and subtraction word problems, using a number line to model addition and subtraction facts and

construct and solve addition and subtraction number sentences.

Education Services Australia (ESA). (2014). Counting Beetles, Making Word Problems. Retrieved from

http://bit.ly/1onYIJ6

Explanation of the evidence:

15. How is this resource used in childrens early maths development?

Children explore strategies for solving addition and subtraction problems through the use of an information and

communications technology tool online. Problems are explored through number line modelling and connect word

problems and equations. It is prescriptive and does not allow for any flexibility (MacMillan, 2009). Technology

increases childrens confidence and develops positive attitudes towards mathematics. Children can collaborate, work

alone or the teacher can use smartboard technology with a group of children (J. Siraj-Blatchford, 2008, pp. 337-338).

16. What are the benefits and limitations of the resource?

Children can work alone confidently on the sums and the tasks are quite repetitive allowing the child to try again if they

have not solved the problem correctly. The children learn such skills as critical and creative thinking, mathematical

expressions and skip counting (ACARA, n.d.).

This resource only allows the children to solve the problem in one way meaning that the children solve it the way it is

presented rather than starting with the higher number and then adding the lower number.

Australian Curriculum

Mathematics / 1 / Number and Algebra / Number and place value (ACARA, n.d.)

Mathematics / 2 / Number and Algebra / Patterns and algebra (ACARA, n.d.)

Mathematics / 1 / Statistics and Probability / Data representation and interpretation (ACARA, n.d.)

16

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Reflection linked to knowledge, practice and engagement:

For this activity, I would incorporate some activity based problems so that the children can use some concrete

materials as well as the technology component. Children can interact, self-regulate and think independently

(MacMillan, 2009). Its important to monitor, observe and analyse the childrens activities and include some enactive

based activities to start the lessons off (MacMillan, 2009).

17

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EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Assessing, anticipating, extending childrens learning Child oriented assessment

Evidence:

This resource is based on the United Kingdom curriculum but can be adapted to meet the Australian Curriculum. Both

the teacher and the student undertake an assessment against the content descriptions.

TesConnect. (2014). Maths APP Child Friendly Assessment Grids. Retrieved from

http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6080768&

Explanation of the evidence:

17. How is this resource used in childrens early maths development?

Children who assess their own goals are perceived as competent and confident learners and communicators (Te

Whriki, page 9 as cited on Ministry of Education New Zealand, 2014). They are expressing opinions and views of

their own, therefore promoting independence as well as an orientation towards setting further goals of their own (Te

Whriki, page 9 as cited on Ministry of Education New Zealand, 2014). This is a summative assessment tool that is

based on a checklist and is evidenced by a variety of sources. Also good for comparative data across a set group of

students (MacMillan, 2009).

18. What are the benefits and limitations of the resource?

Assessment is not just based on one activity undertaken by the child but over a period of time, giving a holistic view of

the childs abilities (ACARA, n.d.). Children are also privy to setting their own goals of what they want to achieve for

the upcoming period.

Children may not accurately record their opinions or alternatively, may be frightened to provide an accurate report of

their own learning.

18

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Reflection linked to knowledge, practice and engagement:

This resource will be helpful in gaining an idea into what the childrens perception is of their own learning and

assumptions. Children will be applying their own self-assessment and recognition of achievement which provides a

collaborative environment to work within. This encourages children and teachers to work together rather than against

each other.

19

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EDU20002 Mathematics in Practice Assessment 3: Folio

Theme / title of item: Assessing, anticipating, extending childrens learning New South Wales Syllabuses for the

Australian curriculum

Evidence:

Sample assessment for Early Stage 1, linked to the Sorting and Arranging Objects and Pictures into Data Displays

sample unit. Assessment includes criteria for assessment, feedback, outcomes, description of activity and context.

Board of Studies New South Wales. (n.d.). Sample Assessment for Learning Activities. Retrieved from

http://syllabus.bos.nsw.edu.au/support-materials/sample-afl-activities/

Explanation of the evidence:

19. How is this resource used in childrens early maths development?

Resource is valid and based on Australian Curriculum and includes criteria against which students will be

assessed. Students can be assessed in a range of contexts and is free from bias and provides accurate evidence

of the students knowledge, understanding and skills. Students and teachers are able to provide feedback during

the assessment period and reflect on the learning process. This assessment is also inclusive of and accessible to

all students and can be monitored over a period of time (Board of Studies New South Wales, n.d.).

20. What are the benefits and limitations of the resource?

The resource can be undertaken at any significant point in time and assists with providing an overall assessment or

grade of the student. Feedback between the teacher and student provides the opportunity to plan future learning goals

and pathways for students. It also forms part of a transparent process to all audiences (Board of Studies New South

Wales, n.d.).

Assessment of learning when used for the purpose of grading or ranking is dependent on validity and reliability of the

activities provided (Board of Studies New South Wales, n.d.).

20

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Reflection linked to knowledge, practice and engagement:

The resource is well balanced as it caters for outcomes, evidence, teaching and learning, context and the learning

needs of the students. This assessment tool could assist the teacher to plan for future student learning needs and look

at extending their knowledge, understanding and skills.

21

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EDU20002 Mathematics in Practice Assessment 3: Folio

References

Asia Education Foundation. (n.d.). Activity Four: Count Along. Retrieved from

http://www.asiaeducation.edu.au/curriculum_resources/maths/foundation_year_numb

ers_and_counting/activity_4_count_along.html

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10

Curriculum: English. Retrieved from

http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10

Curriculum: General Capabilities: Numeracy: Numeracy Across the Curriculum.

Retrieved from

http://www.australiancurriculum.edu.au/GeneralCapabilities/numeracy/introduction/n

umeracy-across-the-curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). F-10

Curriculum / Mathematics / Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1

Australian Curriculum, Assessment and Reporting Authority. (n.d.). F-10 Curriculum /

Mathematics / Implications for Teaching, Assessment and Reporting. Retrieved from

http://www.australiancurriculum.edu.au/mathematics/implications-for-teaching-

assessment-and-reporting

Australian Curriculum Lessons. (2014). Learning About Shapes: A 2 week unit of lesson

plans on 2D and 3D shapes for F/1/2. Retrieved from

http://www.australiancurriculumlessons.com.au/2013/11/23/learning-about-shapes-a-

2-week-unit-on-2d-and-3d-shapes-for-f12/

22

Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

Australian Securities and Investment Commission [ASIC]. (n.d.). MoneySmart Teaching.

Pancakes Can Make a Difference. Retrieved from

https://www.moneysmart.gov.au/media/499314/mst_primary_integratedf2_unit.pdf

Board of Studies New South Wales. (n.d.). Principles of Affective Assessment. Retrieved

from http://syllabus.bos.nsw.edu.au/support-materials/principles-of-effective-

assessment/

Board of Studies New South Wales. (n.d.). Sample Assessment for Learning Activities.

Retrieved from http://syllabus.bos.nsw.edu.au/support-materials/sample-afl-activities/

Carruthers, E., & Worthington, M. (2003). Research Uncovers Children's Creative

Mathematical Thinking. Retrieved from http://www.childrens-

mathematics.net/articles_research_uncovers.htm.

Carruthers, E., & Worthington, M. (2011). Understanding Children's Mathematical

Graphics : Beginnings in Play. Maidenhead: Open University Press

Childrens Mathematical Network. (2012). The Williams Maths Review. Retrieved from

http://www.childrens-mathematics.net/news_williams_maths_review.htm

Department for Children, Schools and Families. (2008). Making Marks Matter. Retrieved

from

webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/p

ublications/eOrderingDownload/Mark_Making_Matters.pdf

Department of Education, Employment and Workplace Relations. (2009). Early Years

Learning Framework, pp 34-35. Retrieved from

https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

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EDU20002 Mathematics in Practice Assessment 3: Folio

E2BN. (2008). ICT in early years- Activity Plans. Retrieved from

http://ictearlyyears.e2bn.org/resources_102.html

Education Services Australia (ESA). (2014). Counting Beetles, Making Word Problems.

Retrieved from

https://www.scootle.edu.au/ec/viewMetadata.action?id=L8284&q=&topic=&start=0

&sort=alignment&contentsource=&contentprovider=&resourcetype=&v=text&show

LomCommercialResources=false&field=title&field=text.all&field=topic&learningare

a=%22Mathematics%22&contenttype=all&contenttype=%22Interactive%20resource

%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=

%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assess

ment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22D

ataset%22&contenttype=%22Text%22&contenttype=%22StillImage%22&contenttyp

e=%22MovingImage%22&commResContentType=all&commResContentType=%22

App%20%28mobile%29%22&commResContentType=%22Audio%22&commResCo

ntentType=%22Book%20%28electronic%29%22&commResContentType=%22Book

%20%28printed%29%22&commResContentType=%22Digital%20item%22&comm

ResContentType=%22Learning%20object%22&commResContentType=%22Other%

22&commResContentType=%22Printed%20item%22&commResContentType=%22

Software%22&commResContentType=%22Teacher%20resource%22&commResCon

tentType=%22Video%22&userlevel=%281%29&kc=any&lom=true&scot=true&foll

ow=true&topiccounts=true&rows=20&suggestedResources=M015977,M011436,M0

12290&accContentId=ACMNA016&fromSearch=true

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Fiona Pidgeon 657999X

EDU20002 Mathematics in Practice Assessment 3: Folio

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