# EDMA290 Mathematics Curriculum Pedagogy and Assessment 1 (B-12)

## Get Expert's Help on Data-informed Planning in Number

An important characteristic of effective mathematics teaching is focused on the way that teachers and educators collect, interpret, and use assessment data to inform planning and teaching (Anthony & Walshaw, 2009; NCTM, 2014; Pepin et al., 2017). Effective teachers of mathematics interpret
data, that goes beyond simplistic recounting of what children do and say to data analysis, clearly communicates insights about children’s conceptual and procedural knowledge.

This assessment task requires you to analyse and interpret authentic child mathematics assessment data from the Whole Number domain, and plan appropriate learning experiences for that child. This is to show that you have connected with the messages concerning the principles and practices about effective teaching.

Length and/or format: 1600 words
Purpose: To learn how to analyse assessment interview data to gain insights into children’s understanding of Whole Number and present this information in a report. To respond to the
assessment data analysis and interpretation by designing a mathematics teaching and learning plan drawing on pedagogical and curriculum knowledge.
Learning outcomes assessed: LO1, LO2, LO3, LO4, LO5
How to submit: Submit via the Assessment Turnitin Link on the Canvas page
Return of assignment: Assessment will be returned within 3 weeks via Canvas
Assessment criteria: Please see marking rubric (Appendix 2) for details of assessment criteria

You are to:
a) Analyse whole number assessment data from a child in an early learning environment (3-5 years old) to determine the child’s current conceptual development of Whole Number (i.e., what does the child already know and understand about number and how do you know?). Interpret
your analysis to show your understanding of the child’s ongoing Whole Number learning needs.Use the template provided to record your initial analysis of data and then start to conceptualise your analysis using the framework provided in the table at the start of the template. This will support your thinking that is required to write a formal report about your interpretation of the data. (LO3)

1. b) Interpret and summarise your analysis of the child’s data in a report suitable for reading by an inservice teacher. Make use of mathematics education research that describes children’s whole number learning. Include research-guided recommendations for subsequent learning based on
pedagogical/ curriculum progression (i.e., what is the child ready to learn next and how do you know?). Remember that you are writing for an in-service teacher so the expectation is that you
will make genuine attempts at using the appropriate mathematical pedagogical language/terms/phrases to describe the child’s understandings and strategies/ways of working mathematically within the area of whole number. (LO3)
2. c) Plan for teaching and learning experiences/activities for two of the assessed and analysed mathematics domains/focuses –focus understanding quantities and patterning. (LO4, LO5)

Suggested steps for completing this assessment task:
Pre. Choose which assessment data you wish to work with.

1. Analyse and interpret the assessment data in terms of mathematical understandings and mathematical proficiencies/processes/strategies/ways of working mathematically, as addressed in the EDMA290 content and relevant state and/or national pedagogical/curriculum documentation. The first table in the provided template is to be used to organise and structure this initial analysis.
2. Formalise your analysis of the data further and present your data analysis in a report suitable for an in-service teacher (i.e., using appropriate mathematics education language and terms) to demonstrate your pedagogical reasoning about the child’s mathematical knowledge, strategies and ways of thinking and working mathematically, using evidence from the data. Include one or two statements addressing recommendations for the child’s ongoing mathematical learning needs, based on the child’s readiness to learn as evidenced by yourdata analysis. These recommendations need to be aligned with mathematics education research and relevant pedagogical/curriculum documentations.

Your teaching and learning plan content must address the following key points related to the selection and implementation of your chosen learning experiences/tasks:
a. The learning intentions/goals of the teaching and learning plan
c. Selection of two (2) appropriate learning experiences/tasks/games/activities for each area (this means that you will be presenting your pedagogical reasoning for four (4) learning experiences/tasks in total)
d. Key teaching strategies to use for effective implement of the learningexperiences/tasks/games/activities
e. Teacher questions to be used to challenge and/or scaffold children’s learning whilst engaged in the tasks/games/activities – these should relate directly to the learning intentions/goals
f. Key resources (manipulatives, representations, ICT) used to enhance child learning
g. Assessment strategy – how will you know when/whether learning intention/goals have been achieved? (please note: pre-service teachers focusing on the data from the child in an early learning centre will focus their pedagogical reasoning in this section on
learning stories)

Please use the provided mathematics teaching and learning plan template to ensure you include all required information, and therefore, meeting the expectations of the learning outcomes for Assessment Task 2.

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