Big Ideas Covered
Mathematics is a universal language which should be taught using the language model of mathematics. This model consists of four different language stages including children’s language, materials language, mathematics language and symbolic language (Jamieson-Proctor, 2019). It is imperative that each individual, whether it be a child or an adult, moves through each language stage in order.
Prior to week 1, I had a very limited understanding of the language model of mathematics, yet I now feel confident in using such model within classroom practices. As an educator, I will ensure that each student progressively moves through each language stage using relevant materials, so that a strong mathematical understanding is developed.
Concept, Skill or Strategy
The concept of the language model of mathematics was identified within Week 1, in which I became aware of the four stages within such model and how each stage is to be taught. Each language stage helps students gradually understand mathematical concepts. As mathematics is introduced in the foundation year, it is important that children’s language is used first. Below is an example of how an addition equation could be taught in each language stage:
Equation: 2+5=7
Children’s Language: Two lollipops put with five lollipops makes seven lollipops altogether (physically use lollipops to demonstrate)
Materials Language: Two snap cubes put with five snap cubes makes seven snap cubes altogether (physically use snap cubes to demonstrate)
Mathematics Language: Two add five equals seven (physically use snap cubes to demonstrate)
Symbolic Language: 2+5=7 (no materials are used)
Misconception
A misconception is that mathematics and numeracy have the same meaning. This misconception is due to the fact that both terms are often used interchangeably, and that over time, many individuals have developed “multiple definitions for numeracy and its connection with mathematics” (Perso, 2006). As an educator, I could remediate this misconception through clearly explaining the difference between mathematics and numeracy. I could also provide each student with opportunities to apply mathematics to other learning areas within the curriculum such as science. Through doing so, students are able to become numerate.
This video clearly explains the difference between mathematics and numeracy.
Tool Used for Reflective Journal
The tool that I have decided to use for this assessment is WordPress which is an online blogging website. Through using WordPress, I will be able to ensure that this digital portfolio is multi-modal, and that the layout is clear.
Resource or Teaching Strategy
Coat Hanger and Pegs Addition Machine is a fantastic resource which can be used demonstrate the concept of addition (Teach Starter, 2016). To independently use a Coat Hanger and Pegs Addition Machine, a student must be at the symbolic language stage. A possible limitation is that a student may find this resource quite repetitive, in which it may need to be extended to develop learning.
Concept, Skill or Strategy: Textbook
Within Reys et al, p. 4, it is identified that “mathematics is a tool” (Reys et al, 2017). This concept is imperative for each student to understand, as it allows an understanding of the direct relationship between mathematics and everyday life to be developed. I would teach this concept in the foundation year, through referring each mathematical concept to an aspect everyday life such as an occupation.
References
Australian Curriculum, Assessment and Reporting Authority. (2015). Mathematics: Sequence of Content. Retrieved from: https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf
Griffith University. (2015, February 17). Module 1.2 Mathematics & Numeracy – What’s the Difference? [Youtube Video]. Retrieved from: https://www.youtube.com/watch?v=qj5j_yfe8Vc
Jamieson-Proctor, R. (2019). EDMA241, Week 1 Part 1 [Powerpoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406552&chapterid=189986
Perso, T. (2006). Issues Concerning the Teaching and Learning of Mathematics and Numeracy in Australian Schools. Retrieved from: https://files.eric.ed.gov/fulltext/EJ743586.pdf
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Cooke, A., Ewing, B., Robson, K & Bennett, S. (2017). Helping Children Learn Mathematics. (2nd ed.). Milton: John Wiley & Sons.
Teach Starter. (2016). Coat Hanger and Pegs Adding Activity. Retrieved from: https://www.teachstarter.com/photo/coat-hanger-pegs-adding-activity/
EDMA Reflective Journal 