Early Years: Mathematical Understandings
EAP401: EARLY YEARS: MATHEMATICAL UNDERSTANDINGS
ASSESSMENT ONE: STUDENT NEGOTIATED ASSESSMENT
Due Date: Wednesday 2nd April (Week 6) Submission mode: Assignment Minder
Length: 1500 words plus graphics compiled in the student's choice of either a: • Newsletter, • Poster, • Brochure or, • PowerPoint presentation (save to CD) Plus a bibliography and a completed planning template. APA reference style.
Weighting: 50% (both Assessment 1 and 2 must be satisfactorily passed to successfully pass the unit)
Outcomes: 1, 2, 3
Orientation
This assessment task provides you an opportunity to demonstrate your understanding of early years mathematics and numeracy in accordance with literature, research, policy and curricula. Work on this task will assist the synthesis of your conceptual and pedagogical early years mathematics knowledge and enable you to educate others of its importance and relevance in early years settings. This assessment assists you to develop capabilities aligned with the Queensland College of Teachers Professional Standards. In particular, this assessment builds upon two of the three key facets of teachers' work - teaching and learning and professional relationships. The newsletter gives you the opportunity to foster positive relationships through effective communication. This assessment is 'educative' in nature. Also, it potentially contributes to a vibrant profession, thus touching upon the third dimension of QCT Standards which highlights teachers' commitment of the professional to reflective practice.
Before you begin your task you must choose:
1. the audience you are targeting for your publication/presentation:
• Parents?
• Staff at a centre?
• Other teaching professionals?
2. The children with whom your targeted audience engages. That is, be aware of the context in which your communication is occurring. This will influence the content of your communication and the curricula and policy that you reference.
Remember, you are welcome to contact your tutor to discuss your ideas prior to starting the assessment.
Your task
As a teacher who has embraced early years mathematics and numeracy education, you have been asked to communicate your understanding with others.
The aim of the task is to INFORM others about early childhood mathematics and numeracy, using an engaging mode of communication (newsletter, brochure, PowerPoint presentation or poster).
You are required to describe early childhood mathematics and the role it plays in young children's education in your communication. To fully explain the essential inclusion of mathematics in early childhood settings the following information must be articulated:
• Why early mathematics is an essential component of foundational development
• The national contemporary agenda and policy
• The research base that describes children's mathematical competencies
• The mathematical learning that young children engage in (i.e. Number and Algebra, Measurement and Geometry, and Statistics and Probability^- including detail about prescribed curricula that underpin planning and practice
• The pedagogical practices (ways of working) and resources that best support early learning and development. You are required to justify the approach to teaching mathematics that is best adopted in the context in which you are communicating.
It is important that you consider the style of your presentation. It must be inviting and engaging. Consider:
• Colour
• Graphics
• Layout
• Fonts and headings
• Images, photographs, etc
This publication/presentation might be a resource that could be used during your field experience or as a component of your teaching portfolio! A BIBLIOGRAPHY AND PLANNING TEMPLATE MUST BE PRESENTED AS AN ATTACHMENT TO THIS ASSIGNMENT
• The bibliography must show the references made to curriculum documents (ECEC settings for children aged 4-8 years), policy, research, and other academic literature on early childhood mathematics (at least 10 sources).
• Use APA referencing - check the Library page for details!
• The planning template (attached) must be completed. This document demonstrates your planning and consideration of the relevant materials that you have used to develop your communication. Please complete, print and attach with your bibliography to your assessment submission.
Planning template for EAP401 Assessment One: Student negotiated
assessment
Name:_ Student no:
To assist you to create an effective, rigorous and engaging communication, complete the planning template. Dot points may be used. NOTE: Before completing and submitting this planning template, please ensure that you have read the marking criteria and have a clear understanding of expectations.
Chosen audience
Context audience is operating within (centre, school, regional, rural, schooling system)
Policy referred to (national, state, context specific)
Research base accessed (national, international)
Mathematical teaching, learning and content specific to early years
Curricula explored and referenced
Mode of communication Why would this mode be most suitable for the context?
Hi thank you for doing my assignment please follow the instruction carefully as it is very importand for me to pass this task. It is for Australia ( Queensland ) and if you need to choose an school please take the Australian International Islamic Coleege in Durack Australia. I do Master of teaching early years grade 1-3. If you need further information please contact me i will attach an reading list from the unit and other information what could be usefull. Kind regards Tanya EARLY YEARS: MATHEMATICAL UNDERSTANDINGS ASSESSMENT ONE: STUDENT NEGOTIATED ASSESSMENT Due Date: Wednesday 2nd April (Week 6) Submission mode: Assignment Minder Length: 1500 words plus graphics compiled in the student’s choice of either a: Newsletter, Poster, Brochure or, PowerPoint presentation (save to CD) Plus a bibliography and a completed planning template. APA reference style. Weighting: 50% (both Assessment 1 and 2 must be satisfactorily passed to successfully pass the unit) Outcomes: 1, 2, 3 Orientation This assessment task provides you an opportunity to demonstrate your understanding of early years mathematics and numeracy in accordance with literature, research, policy and curricula. Work on this task will assist the synthesis of your conceptual and pedagogical early years mathematics knowledge and enable you to educate others of its importance and relevance in early years settings. This assessment assists you to develop capabilities aligned with the Australia Queensland College of Teachers Professional Standards. In particular, this assessment builds upon two of the three key facets of teachers’ work – teaching and learning and professional relationships. The newsletter gives you the opportunity to foster positive relationships through effective communication. This assessment is ‘educative’ in nature. Also, it potentially contributes to a vibrant profession, thus touching upon the third dimension of QCT Standards which highlights teachers’ commitment of the professional to reflective practice. Before you begin your task you must choose: 1. the audience you are targeting for your publication/presentation: Parents? Staff at a centre? Other teaching professionals? 2. The children with whom your targeted audience engages. That is, be aware of the context in which your communication is occurring. This will influence the content of your communication and the curricula and policy that you reference. Remember, you are welcome to contact your tutor to discuss your ideas prior to starting the assessment. Your task As a teacher who has embraced early years mathematics and numeracy education, you have been asked to communicate your understanding with others. The aim of the task is to INFORM others about early childhood mathematics and numeracy, using an engaging mode of communication (newsletter, brochure, PowerPoint presentation or poster). You are required to describe early childhood mathematics and the role it plays in young children's education in your communication. To fully explain the essential inclusion of mathematics in early childhood settings the following information must be articulated: Why early mathematics is an essential component of foundational development The national contemporary agenda and policy The research base that describes children’s mathematical competencies The mathematical learning that young children engage in (i.e. Number and Algebra, Measurement and Geometry, and Statistics and Probability)- including detail about prescribed curricula that underpin planning and practice The pedagogical practices (ways of working) and resources that best support early learning and development. You are required to justify the approach to teaching mathematics that is best adopted in the context in which you are communicating. It is important that you consider the style of your presentation. It must be inviting and engaging. Consider: Colour Graphics Layout Fonts and headings Images, photographs, etc This publication/presentation might be a resource that could be used during your field experience or as a component of your teaching portfolio! A BIBLIOGRAPHY AND PLANNING TEMPLATE MUST BE PRESENTED AS AN ATTACHMENT TO THIS ASSIGNMENT The bibliography must show the references made to curriculum documents (ECEC settings for children aged 4-8 years), policy, research, and other academic literature on early childhood mathematics (at least 10 sources). Use APA referencing – check the Library page for details! The planning template (attached) must be completed. This document demonstrates your planning and consideration of the relevant materials that you have used to develop your communication. Please complete, print and attach with your bibliography to your assessment submission. Planning template for EAP401 Assessment One: Student negotiated assessment Name: _______________________ Student no: ______________________ To assist you to create an effective, rigorous and engaging communication, complete the planning template. Dot points may be used. NOTE: Before completing and submitting this planning template, please ensure that you have read the marking criteria and have a clear understanding of expectations. Chosen audience Context audience is operating within (centre, school, regional, rural, schooling system) Policy referred to (national, state, context specific) Research base accessed (national, international) Mathematical teaching, learning and content specific to early years Curricula explored and referenced Mode of communication Why would this mode be most suitable for the context? EAP401 Assessment One: Student negotiated assessment Criteria Unsatisfactory 1 - 3 Satisfactory 4 - 5 Good - 6 Excellent - 7 Demonstrate sound fundamental knowledge of the nature and value of mathematics and numeracy education in early years (research, policy, curricula). 15 marks The nature and value of mathematics and its contribution to EC development are not clear. The nature and value of mathematics and its contribution to EC are clearly stated. The nature and value of mathematics and its contribution to EC development are very clearly stated. The nature and value of mathematics and its contribution to EC are expertly stated Demonstrate understandings of teaching and learning strategies and resources that build on and support early mathematical learning and numeracy (pedagogical practices). 15 marks Educational approaches, strategies & resources not explicit or not appropriate. There is a need for better quality supporting information. Educational approaches, strategies & resources are appropriate and clearly stated; the supporting reasoning is satisfactory. Educational approaches, strategies, resources all appropriate. Main ideas are very explicit and the supporting reasoning is good. Educational approaches, strategies & resources are highly appropriate. Main ideas expertly stated and the reasoning is excellent. Identify and use an effective communication mode to communicate learning goals about contemporary early childhood mathematics 10 marks Communication mode does not reflect the content and purpose. Inappropriately designed and not engaging. Some links have been made between the communication mode and the mathematics content. Is attractive and appropriate for audience. Appropriate presentation and linking of communication content and audience. Resource is attractive and aim explicit. Excellent presentation and link between mathematics content and audience. Professionally created, engaging communication mode. Use of supporting reference material 5 marks Supporting details and information are often unclear or not related to the topic. Too few sources. Supporting details and information are relevant, and an appropriate number of sources used. Supporting details and information are relevant, of high quality and from a variety of sources. Relevant, quality details give information beyond the obvious or predictable from a variety of sources. Completion of planning template 2½ marks Planning template is not submitted with assessment. Planning template is submitted but does not adequately reflect the content of the publication/presentation. Template contains supporting details and information that reflect the planning of the communication task. Template contains relevant, quality details that scaffold the creation of an engaging robust communication. Correct referencing and written expression. 2½ marks Frequent errors in referencing within text, in reference list, grammar, spelling, and punctuation. Occasional errors in referencing within text and in reference list. Occasional errors in grammar and spelling. Very few errors in referencing within text and in reference list. Very few errors in grammar and referencing. Consistent, with no errors in referencing within text and in reference list. No errors in grammar or spelling. Lecturer: ____________________ Date: ________________ Grade: ____________
Student:
Professor:
Course title:
Date:
Early childhood mathematics
Importance of mathematics as an essential component of foundational development
The audience targeted for this publication is staff at a centre, and the children with whom the targeted audience engages are from birth to the age of 8 years. Early numeracy skills for children are the building blocks for them to make sense of their surroundings, which creates a firm foundation in social studies, mathematics as well as technology. Arithmetic, measurement, algebra and geometry; all these expressions represent a collection of skills known as mathematics (Warren, Miller & Cooper, 2012; Aubrey & Durmaz, 2012). All through the early years of life from birth, children perceive and explore mathematical facets of their world.
Early childhood mathematics and numeracy basically represent a compilation of skills which develop during the years of pre-kindergarten and include the following. (i) Number and operations, for instance operational problem solving, and one-to-one correspondence. (ii) Classification and data analysis, for instance sorting and utilizing information in answering questions. (iii) Algebra and patterns, for instance relations between units such as a, b, a, b; (iv) measurement, for instance defining how much of something occurs, and quantity comparison (Cicconi, 2014). (v) Geometry, for instance comprehending locations, shapes, relations and directions between them. In concert, these constituent parts lay down the foundation for later success in mathematics. During preschool, teaching concepts of mathematics and numeracy is a vital factor in supporting academic success (Björklund, 2014). Mathematics basically assists children in making sense of their world outside of school – or making sense of their surrounding – and assists them in constructing a firm base for success in school.
The national contemporary agenda and policy
The years of early childhood, from birth to the age of 8 years, are vital in regards to the development of people’s lives and learning. It is noteworthy that this significance has been known especially in terms of the development of both literacy and language. The Australian Association of Mathematics Teachers and Early Childhood Australia (AAMT&ECA) understand that the years of early childhood are also essential in the development of numeracy as well as mathematics (2006). AAMT&ECA believes that children in early years during childhood are able to access powerful concepts of mathematics which are both pertinent to their present lives and create an important foundation for their future mathematical along with other learning. Children have to be provided with the opportunity of accessing these concepts with the use of high-quality child-centred activities within their communities, homes, schools as well as prior-to-school environments (Australian Association of Mathematics Teachers and Early Childhood Australia, 2006). The national policy on early childhood mathematics in Australia seeks to ensuring that every child has access to powerful mathematics concepts and learning during the childhood or early years (Claessens & Engel, 2013).
The research base that describes children’s mathematical competencies
Early childhood is essential to the development of young children. At three years of age, 80 percent of the child’s brain is developed. As such, it is vital that the foundations of mathematical thinking are supported from birth. Recent studies have demonstrated the mathematical competencies of children. Research has shown that young children become confident mathematicians through various opportunities and experiences that they have every day in the home setting, full day care services and in playgroups (Blaiklock, 2013). Research has revealed that young children are always assessing measurement: we are going on holiday for 6 days; how long is it until my birthday? All these entail various concepts and ideas for instance density, time, length, weight, volume, area and capacity (Myoungwhon & Conderman, 2013). Young children usually learn best by way of play and it is in the daily activities that comparing, contrasting, estimating and measuring could be encouraged and explored.
The mathematical learning that young children engage
Play is the most natural way that young children become familiar with numbers, shapes, patterns and everything mathematical and arithmetical during early childhood. Below is a description of the mathematical learning that children engage in including detail about prescribed curricula that underpin planning and practice.
Number and algebra: Number sense essentially entails the children understanding, identifying as well as expressing number words and numbers, subtraction, addition, relationships among numbers, and ways to represent numbers. Number concepts, of all the standards, are easily identified within the preschool location. Number books and materials that have printed numbers – cash registers, spinners, telephones and menus – serve to encourage recognition of numbers. Identifying and naming numbers increases awareness that numerals which are written basically convey the notion of quantity.
Figure 1: Children learning numbers through play (Muir, 2012).
Writing tools which include paints, whiteboards, crayons and markers provide children with the experience in number writing. As per the prescribed curricula that underpins planning and practice, importance should be put on the idea of numeral representation rather than correct formation of the numbers.
Figure 2: Learning numbers is critical in early childhood development (Highfield, 2010)
The concept of quantity could be developed using activities which enable the children to group or count objects in sets. Using dice, playing cards and dominoes in playing games assists children in recognizing sets devoid of counting (Linder, Costello & Stegelin, 2011).
Algebra: children basically recognize, form and extend patterns motorically, auditorially and visually. In the environment of young children, patterns and alterations are all around them. It is of note that underpinning of childhood algebra concepts is essential to basic understanding of math (Claessens & Engel, 2013).
Figure 3: children recognize, form and extend patterns motorically (James & Sciurba, 2010)
As per the prescribed curricula that underpins planning and practice, children should read books which exemplify patterns such as Three Billy Goats Gruff: trip-trap, trip-trap, trip-trap. Create patterns using blocks, linking cubes, beads, teddy bear counters and seasonal items such as leaves. Find patterns in scarves, rugs, wallpaper and fabric. Extend patterns such as ABA, ABB, ABC, ABD, and ABE. Sing nursery chants and rhymes. Teachers should encourage body percussion such as clapping hands, stomping or knees – Miss Mary Mack, Mack, Mack. Instruments are used in making patterns – sand blocks, drums, bells, rhythm sticks and maracas (James & Sciurba, 2010). Children also compare 2 sets of objects and learn to determine the set that has fewer, less, more of the same. Children utilize ordinal numbers in everyday routines that stress order of numbers for instance Tom is first, Janet is second. Moreover, young children remove or bring together objects in order to form new sets to introduce the concept of less or more, that is, subtraction and addition (Rudd et al., 2008).
Measurement and geom...