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EDU20002: Mathematics in Practice
Assessment 1: Mathematical behaviours – Observe, analyse and interpret
Word/Time limit: 1200 words (+/- 10%)
Weighting: 20%
Due date: 5pm AEST Monday 3 April 2017 (Week 4)
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Assessment overview
The purpose of this assessment is for you to observe, identify and interpret the mathematical content in children’s natural behaviours.
ULO1: Compare and contrast the terms ‘mathematics’ and ‘numeracy’ in relation to teaching and learning.
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Assessment details
The following gives an outline of the steps involved in this assessment:
Source –> Observe –> Analyse –> Interpret
Source:
• Find a child to observe, aged between birth to lower primary (up to Grade 2).
• You can do this in one of the following ways:
o Using one of the clips from the Maths in Practice media library or
o Finding a child you know and have permission to observe.
Context and activity [approx. 100 words]:
Provide some context around the child you are observing, the Bishop’s categories you observed throughout and the purpose of this running record. Also include the date/time of observation, and the age of the child you have observed.
Observe [approx. 400 words]:
Make notes in the Running Record (template and example are included below) as you observe the child.
Steps to follow:
• Write down the observation notes in the Running Record as it is happening.
• Aim to capture exactly what is being said, regardless whether it makes sense to you or not. Record as many observations as you can.
You may want to include in your running record samples of the subject’s drawings or photos of constructions. These may be photographed or scanned and submitted underneath the relevant observation. If you do choose to use samples, limit the illustrations/pictures to three.
Analyse [approx. 400 words]:
You will need to do a thorough analysis of your running record. You are required to do the following:
• Identify which of the first four Bishop categories the child demonstrated (one action may cover multiple categories).
• Highlight the actions using the following colours:
Bishop category colour
Counting green
Measuring Blue
Locating Pink
Designing yellow
• Utilise the mathematical language from Chapter 7 of the eText, and highlight the key words using red font. (You may also make further connections to the material covered in Week 1 and 2’s readings).
Interpret – What’s next? [approx. 300 words]:
From what you have learned from this task, and discovered in your unit readings, think about the child you have observed and what the next step in their learning journey would be. Throughout this interpretation, you need to be able to compare and contrast numeracy and mathematics to show your understanding of these concepts in terms of extending the teaching and learning for this child in this area.
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The Study resources section has helpful guides on how to use your online classroom, including study skills and support, academic writing and assessment tools.
You will not need ethics clearance for this assessment; see the Swinburne Intranet for more information.
Templates
• Running record template.
• Example running record.
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Submission details
This assessment will be submitted via Turnitin. See the Assessment 1 section of Blackboard for more detailed information.
More instructions on how to submit this assessment can be found in the Assessment 1 folder.
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Assessment criteria
1. Observe, identify and analyse early mathematical thinking, using Bishop’s categories.
2. Consider, compare and contrast the observed early mathematical thinking, with clear connections to mathematics and numeracy.
3. Communicate in an effective and suitable style for the intended audience.
Your work will be assessed using the following marking guide:
Criteria No pass Pass
50-59% Credit
60-69% Distinction
70-79% High distinction
80-100%
Observe, identify and analyse early mathematical thinking.
(60%) Did not meet criterion. Significant issues are identified with reasonable understanding.
Development of ideas is consistent with appropriate balance between description and analysis.
The relationship between theory and the observation is basic. Coverage of the topic is in good depth and detail is accurate throughout.
Development of ideas is consistent with good balance between description and analysis.
The use of theory and practice is both evident. Excellent coverage of the topic, with accuracy in detail showing a good understanding of early mathematical thinking.
There is skilled integration of theory and practice. Some original or perceptive interpretations are developed.
Excellent use is made of synthesis of analysis together. Extensive subject knowledge with detailed insight into and understanding of early mathematical thinking.
Challenging, comprehensive critical analysis is sustained throughout the observation.
Consider, compare and contrast the observed early mathematical thinking, with clear connections to mathematics and numeracy.
(30%) Did not meet criterion. The development of discussion demonstrates appropriate knowledge of what early mathematical thinking is. Limited connections are made to mathematics and numeracy. The student demonstrates independence of thought and is not just relaying the readings.
There is very good identification and understanding of key issues about early mathematical behaviour, with comparisons made between maths and numeracy. Excellent use made of examples to demonstrate understanding of what early mathematical behaviour is and why it is occurring. A clear understanding is shown of mathematics and numeracy, these have been included in further planning for the child in question. Comprehensive research and coverage of topic integrating wide range of perspectives about early mathematical behaviour.
Mathematics and numeracy have been compared and contrasted, in conjunction with the planning for the childs learning journey.
Communicate in an effective and suitable style for the intended audience.
(10%) Did not meet criterion. The mode of communication is generally coherent.
Expression is generally clear.
Any works of others has been cited, although some errors in APA may be present.
Mathematical and numerical terms are used, although some errors are present.
There are many spelling or grammatical errors. The work is clearly expressed in an appropriate style.
Any works of others has been cited, although some errors in APA may be present.
Mathematical and numerical terms are used, although some errors are present.
There are some spelling or grammatical errors. The work is clearly expressed.
Any works of others has been cited in APA style, with only minor errors
Mathematical and numerical terms are used mostly correctly.
There are only minor spelling or grammatical errors. The work is clearly expressed in an appropriate style.
It is clear that the literature has been consulted. The use of APA style is flawless.
Mathematical and numerical terms are used correctly at all times.
There are no spelling or grammatical errors.

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