Reflect on your first professional experience day –a-week visit. What mathematics did you see, hear, read? Why do you think the classroom is set up the way it is for mathematics learning? Support your ideas with literature.
After reading Number sense development in the pre- primary classroom; how is it communicated? Australian Primary Mathematics Classroom by Mildenhall, I firmly believe that strengthening a student through mathematics is empowering, just as valuable as being literate. I strongly believe is a social equity basic for all.
Children enter primary school settings with substantive natural information about maths.
“Contemporary early childhood practice advocates for the provision of early childhood mathematics education, facilitated by educators who have deep conceptual knowledge and skills in identifying and building upon the mathematical possibilities in children’s everyday activities and play.” [Linder, S.M, Powers-Costello, B., & Stegelin, D. A (2011)]
This was a positive aspect during my recent visit to a year one class. I made some very interesting observations during my time and inspired to use some of these techniques as a future teacher.
At the time the teacher was covering Using spatial reasoning element with the sub-element:
Visualise 2D shapes and 3D shapes.
I noticed several strand specific resources such as:
- a display area showcasing manipulatives eg. 3D shapes collection easy access
- big books eg. shared as a whole class
- word wall posters eg. hanging across the room
- Interactive worksheets on the smart board. Eg sort and name simple 2D and 3D objects
- Tables were set in small groups ( 4–5 students per group)
It was a familiar setting as per the research in the reading, this class had a high population of either Indigenous, financially disadvantaged and EALD students. This teacher had a solid understanding of including active and engaging manipulatives. I enjoyed her energy and the genuine approach that these were essential tools for children to get a firmer understanding of maths.
I too agree that hands-on activities creates a relaxed experience for all students. On the other hand, I sometimes feel out of place trying to share my knowledge with teachers. Especially inexperienced teachers. I do not want to offend or most certain to not want to discourage a teachers professionalism. I look forward to building better relationships with my teacher colleagues to gain an insight of their expertise to get the best outcomes for the students.
Mildenhall, P. (2014). Number sense development in the pre- primary classroom; how is it communicated? Australian Primary Mathematics Classroom 19.3 (Fall 2014) p6.
Linder, S.M, Powers-Costello, B., & Stegelin, D. A (2011). Mathematics in early childhood: research-based rationale and practical strategies. Early Childhood Education Journal, 39, 29–37.
Australian Curriculum Assessment and Reporting Authority[ACARA]. (n.d). e Australian Curriculum:Mathematics.http://www. australiancurriculum.edu.au/Mathematics/Curriculum/F-10