**The World of Maths**

Introduction

“Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen”. (PISA)- (National Numeracy, 2013)

1

Maths

Assessment 1: Maths and numeracy in the real world

(National Numeracy, 2013)

**Similarities and Differences between Maths and Numeracy**

Numeracy

''Without a solid grounding in mathematical concepts and procedures, there can be no numeracy'' (department of Education Victoria, 2009)

Being numerate means being able to use knowledge and understanding about numbers, calculation strategies and data-handling techniques to solve problems and make decisions in many different contexts: this is the central to our ‘Essentials of Numeracy' (National Numeracy, 2013).

Maths is a foundation of understanding numbers, the number system and the ways that numbers can be combined (National Numeracy, 2013).

For example; addition, subtraction, multiplication etc.

Numeracy i s using maths as a foundation to do everyday tasks like following a recipe. For example; following instructions as to which step to take next, the measurement of ingredients etc.

Maths in the Classroom

To make this lesson exciting and interesting in the classroom, i would create a fun activity of following a simple recipe to make a snack. This children will get involved in helping with the measurements of ingredients required. They will get to understand how to follow instructions in numerical order all the while learning maths and numeracy in a fun and interactive way

1. Yummy Nummy (Numbers)

Maths

Numeracy

Maths conveys the power of abstraction, is organised from categories inherited from the past and is mostly encounted in school (Steen, 2012).

For example; x+y =25 or

The formula for calculating pi

Numeracy conveys the power of practicality, is encounted mostly in real life and it focuses on the way knowledge is used in the information age (Steen, 2012)

For example; knowing how to tell time and knowing the concept of time.

Maths in the Classroom

To make maths interesting for children in their learning environment, i would have a interactive circle time (discussion time) with the children with gold stars or some other form of reward for children when they ask questions or answer questions or get involved in any of the activities planned.

2.Lets tick Talk it!

Talk about time - for example, how long does it take to walk to school/the park/the chip shop? What time do you need to leave the house so that you’re at school on time? Explain that you are doing maths.

Use turn-taking to talk about time – for example, if they have a 20 minute turn on the computer, and they’ve already used 10 minutes, how much longer can they use the computer for?

3.

Maths and Numeracy

Maths cannot go alone without numeracy and vice versa. To be numerate, you need to have maths skills as a foundation first.

For example; both maths and numeracy deal with numbers, formula's and problem solving skills. for instance, to find the circumference of a circle, you need to both know the formula and understand how to apply it to achieve the solution

2.

Maths in the Classroom

3. Lets Roll!

To make this an interesting lesson in the classroom, i would use a fun interactive approach where children will get to learn how to follow instructions, how to measure and to follow rules. The activity would be for children, with supervision create their very own board games and dice and i would take turns playing with every groups board game.Afterwards, we would discuss and talk about what mathematical thinking, reasoning, or problem solving the game used or encouraged.

**The two Phenomena s explained using Maths**

One of the everyday occurrences/phenomenas that can be seen almost every where is symmetry, like the symmetry of a butterfly.

Symmetry

Symmetry is when a figure has two sides that are mirror images of one another. It would then be possible to draw a line through a picture of the object and along either side the image would look exactly the same. This line would be called a line of symmetry.

There are two kinds of Symmetry:

Bilateral Symmetry-

where an object has two sides that are mirror images of each other.The human body would be an excellent example of a living being that has bilateral symmetry.

Radial symmetry-

is where there is a centre point and numerous lines of symmetry could be drawn. A good geometric example would be a circle as it has a centre point an d therefore there can be numerous lines of symmetry drawn from it.

**Parallels**

Another occurrence/phenomena that can be explained using maths is the parallel dunes in the Australian Desert.

(Fascinating Facts of Maths, n. d)

''In mathematics, parallel lines stretch to infinity, neither converging nor diverging. These parallel dunes in the Australian desert aren't perfect - the physical world rarely is''(Maths in Nature-ABC, n.d.)

Lines are parallel if they are always the same distance apart (called ''equidistant''), and will never meet.[Always the same distance apart, and never touching and always point in the same direction]. (Maths is Fun, 2011)

**Teaching these Occurrences in the classroom**

To explain/teach symmetry in the classroom, i would create a play based learning activity, ''Scavenger hunt'', where the children will be asked to collect/scavenge for at least three items each. We would then have a discussion where i would explain what symmetry is and the different kinds of symmetry. We would then focus on the children's finds on their scavenger hunt to determine which items have symmetry. The children will then note down their findings in a chart. When the charts are done, it will be time for questions and answers and everyone gets a circle cut out of paper to mark the symmetry's they can find on it.

To teach/ explain about parallels in classrooms i would arrange a circle time (discussion time) activity where after explaining and discussing what parallel lines are and the basic everyday example like the lines on the train tracks or on certain furniture, children will get the chance to think of and contribute their own example of what the think are parallel lines.

They would then get divided into small groups where each group will be given a container of two dimensional shapes blocks and each group can discuss and make a chart , drawing the shapes that have parallel lines. Every group gets to present their charts at the end and any other questions are to be answered and explained

**Relevant australian Curriculum learning outcomes:**

1.Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

2.Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

3.Choose simple questions and gather responses

4.Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

**Year1**

Relevant australian Curriculum learning outcomes:

Year1/2

1.Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

2.Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

3.Choose simple questions and gather responses (ACMSP262)

4.Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) .

5.Collect, check and classify data (ACMSP049)

6.Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

The following are the relevant Learning outcomes from the EYLF learning Outcomes (and teaching application) aligns with both the teaching methods/ practices:

1. Children are confident and involved learners

Encourage group activity and self-motivation/regulation queues throughout the lesson. Prompt inquiry to generate curiosity and questioning

2. Children are connected with and contribute to the real world.

Discusses relevance to adapting and improvising with tools to accomplish tasks in the real world, i.e. scavenger hunting for materials to use in activity.

3. Children are effective communicators.

Children to work in small groups to gather information, then compare findings with other groups, and finally presenting main points to class as a group.

4. Learning environment - Practice

Stimulating, enriching and fosters positive attitude and connection to life skills

5. Holistic Approach - Practice

Incorporating play, inquiry, instruction, collaboration and self-regulation in learning

References:

Presented by : Shaireen Roy

Student ID: 9975551

Numeracy is the capacity, confidence and disposition to use mathematics to meet

the demands of learning, school, home, work, community and civic life. This

perspective on numeracy emphasises the key role of applications and utility in

learning the discipline of mathematics, and illustrates the way that mathematics

contributes to the study of other disciplines (ACARA, formerly the National

Curriculum Board, 2009, p.5).

To be truly numerate involves considerably more than the acquisition of

mathematical routines and algorithms, no matter how well they are learned.

Students need to learn mathematics in ways that enable them to recognise

when mathematics might help to interpret information or solve practical

problems, apply their knowledge appropriately in contexts where they will

have to use mathematical reasoning processes, choose mathematics that

makes sense in the circumstances, make assumptions, resolve ambiguity and

judge what is reasonable in the context (National Numeracy Review Report Panel, 2008, p.11).

Australian Curriculum, Assessment and Reporting Authority. Mathematics: Foundation to year 10 curriculum. Retrieved from http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?y=F&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP&layout=1

Del Sole, J. (2011, June). Math in Nature [video file]. Retrieved from http://jessicadelsole.blogspot.com.au/2011/06/math-in-nature.html

Department of Education, Employment and Workplace Relations. Early Years Learning Framework. Retrieved from http://deewr.gov.au/early-years-learning-framework

Department of Education and Early Childhood development. Numeracy in Practice Teaching, Retrieved from http://www.education.vic.gov.au/Pages/default.aspx

Fascinating facts of mathematics. n.d. Viewed 30 November, 2013, from http://malini-math.blogspot.com.au/2010/08/maths-and-nature.html

Maths is Fun. (2011). Retrieved 30 November, 2013, from http://www.mathsisfun.com/geometry/parallel-lines.html

Maths in Nature-ABC. n.d. Retrieved 30 November,2013, from http://www.abc.net.au/science/photos/mathsinnature/blank.htm n.d

National Numeracy Review Report Panel. (2008). Retrieved 30 November, 2013, fromhttp://www.education.nt.gov.au/__data/assets/pdf_file/0005/12875/LiteratureReviewNumeracy.pdf

National Numeracy. (2013). What is Numeracy. Retrieved from http://www.nationalnumeracy.org.uk/what-is-numeracy/index.html

Steen, L. A. (2001). Mathematics and Numeracy: Two Literacies, One Language [web document]. Retrieved from http://www.stolaf.edu/people/steen/Papers/twolits.html

Week 3, Concepts and readings 2013, EDU10003 Learning materials on Blackboard, Swinburne University of Technology, viewed November, 2013.