Professional dilemma

Professional Dilemma in Practitioner Research: Supporting Early Number Sense Development in a Prep Classroom Name Institution Instructor Course Date Introduction Decontextualizing the development of underlying numeracy capabilities is an imperative to success in the academic curriculum of any Australian with advanced education processes in early childhood. The Early Years Learning Framework (EYLF) Version 2.0 adopts the play-based learning approach to give children a sense of being and becoming and belonging to promoting number sense into everyday life (ACECQA, 2022). It is possible that the Australian Curriculum Version 9.0 at Foundation to Year 2 focuses on the identification of numerals, subitising small numbers, and connection of quantities to symbols as the fundamental early mathematics competencies (ACARA, n.d.). These models underscore the importance of very early number notions in higher-level mathematical reasoning that varied development poses a challenge to the teachers. The National Numeracy Learning Progression describes as number sense an abstract skill essential at the very beginning (ACARA, n.d.). In this essay, the authors discuss a Prep classroom scenario, an example of which is that a student loves to play games based on sorting and counting and cannot transfer these to direct numeracy tasks, e.g. numeral recognition, subitising, and quantitysymbol relationships. This raises some questions: why is progress scarce despite different approaches and how can teaching be changed? The situation is real-world, the problem is in the classroom, but one can in the capacity of a teacher will make an ethical decision. According to the developmental milestones, children at 4-5 years of age usually exhibit subitising and numeral recognition during their play, but must be individually supported (ACECQA, 2015). This issue can be highly appropriate to the practitioner research (PR), as it will make it possible to inquire in a systematized way and thus enhance student outcomes. As a PR, innovation advances through the repetitive process of action research by applying the cost and quality intentions constructed by the thoughts and activities of Stringer (2008): planning, acting, observing and reflecting. The essay uses personal experiences and academic resources to defend change, explores interdisciplinary connections like, numeracy as literacy (Taylor and Leung, 2020), and submits that PR-driven pedagogy bridges gaps, as well as debate the argument that PR-driven pedagogy can be used to argue that it meets Australian Professional intentions Teacher Standards 1.2, 3.6, 6.3. Identifying and Justifying the Dilemma as Relevant for Practitioner Inquiry During my time in the Play-based Prep classroom, during the play to develop number sense like sorting blocks, counting games, etc., a student uses the activities to engage in. but they fail at recognition (For example, spending 5 minutes trying to figure out between 6 and 9), they fail at the subitising of groups of 3-5 objects, and associating quantities with symbols during explicit time out numeracy session. Such inconsistency poses a professional dilemma because the student has been exposed to both play-based learning and structured learning, but development in basic number advancement is reduced, which may lead to future mathematical problems. This quandary is real, and comes out of perceived activity without reasonable ability growth. According to the Developmental Milestones resource, children of this age group (3-5) can use mathematical language freely and are able to display subitising during play, although their deviation can be associated with self-regulatory or executive function dysfunctions (ACECQA, 2015). According to the Ecological Systems Theory (Bronfenbrenner, 1979) the learning is influenced by the microsystem and mesosystem and the capacities of limited exposure to home numerals may increase the gap. The dilemma is appropriate to PR by virtue of its inquiry potential, relevance and ethical possibility of learning. It prevents the progress in the National Numeracy Learning Progression where early subitising and counting play a central role (ACARA, n.d.). That is why PR is justified because it overcomes a real problem that may increase achievement disparities because studies indicated that numeracy is sensitive to low self-regulation among boys (Walker and Berthelsen, 2017). PR allows teacher led input, which aligns with ILO...