This essay will critically discuss issues relating to the teaching of arithmetic since 2007 within primary schools. It will highlight the implications that arise from these discussions for the newly qualified teacher.
With the introduction of the structured National Numeracy Strategy in 1999 mathematics began to improve. Research by the House of Commons (2008-9:1) getting better results states that in 2008, 79% of primary aged pupils in key stage 2 (11 year olds) met the Governments expected standards reporting that these results were the best ever recorded. Thus, supporting the notion that the introduction of the strategy had had a positive effect on the teaching and learning of mathematics. But, the report also suggests that vital improvements are still needed to be made, clearly, it suggests that there is still a substantial amount of gaps that need to be filled to enhance the performance of pupils at primary level.
Since the introduction of the National Numeracy Strategy there in1999 has not been any significant changes to the delivery of arithmetic in England’s Primary schools. Although the figures were promising the Government still felt that an improvement could be made. In light of the quality and performance of mathematics within primary schools the Government commissioned Sir Peter Williams (2008) to undertake an independent review of the teaching of mathematics which led, to many recommendations being made to improve the teaching of such a vital part of the education of primary aged children. The report suggests that the pedagogy of mathematics plays an important factor within the learning of children. The report expresses the implications and positives of teaching children and how this will have an effect on the futu...
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...oses many questions in relation to the teaching of arithmetic it promise positive changes in the way that teacher can deliver lessons. Yet contradicts this notion by setting out the way it should be taught especially with the introduction of the tradition pen and pencil methods. This suggests that mental arithmetic is not as important.
The new national curriculum promises so much to teaching mathematics as it has tried to ensure that teachers are not limited to how or what they teach suggesting that teacher will have the power to do what they think is right.
The teaching and learning of arithmetic is at the forefront of education, the new curriculum promises so much in the development of teachers but is it able to meet these expectations. One thing is for certain the debates and arguments surrounding the teaching and new curriculum will continue in the future.
The following assignment shows the progress I have made throughout unit EDC141: The Numerate Educator. Included are results from the first and second round of the Mathematics Competency Test (MCT). Examples from assessment two, which, involved me to complete sample questions from the year nine NAPLAN. I was also required to complete a variety of ‘thinking time problems’ (TTP’s) and ‘what I know about’ (WIKA’s). These activities allowed me to build on my knowledge and assisted me to develop my mathematical skills. The Australian Curriculum has six areas of mathematics, which I used in many different learning activities throughout this study period (Commonwealth of Australia, 2009). These six areas will be covered and include number, algebra,
Lines, S. (2014). Effectiveness of the National Assessment Program - Literacy and Numeracy: final report. Canberra: Senate Printing Unit, Parliament House.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Place value and the base ten number system are two extremely important areas in mathematics. Without an in-depth understanding of these areas students may struggle in later mathematics. Using an effective diagnostic assessment, such as the place value assessment interview, teachers are able to highlight students understanding and misconceptions. By highlighting these areas teachers can form a plan using the many effective tasks and resources available to build a more robust understanding. A one-on-one session with Joe, a Year 5 student, was conducted with the place value assessment interview. From the outlined areas of understanding and misconception a serious of six tutorial lessons were planned. The lessons were designed using
The teaching and learning approaches I use in numeracy, have certainly developed over this course. I have seen the information that needs to be given to the learner is just a tiny part in teaching, the most significant part of delivery is how you do it. There are three main learning theories.
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age. Preservice teachers entered a one week program where lessons were taught to them as if they were teaching the age group it was directed towards. When asked for a definition of mathematics, preservice teachers gave answers such as: something related to numbers, calculations, and estimations. However, no one emphasized how math is in fact extremely dependable on problem-solving, explanations, and logic. All these things have literacy already incorporated into them. According to Wohlhuter and Quintero (2003), the major takeaways from this program, when tested, were that “sorting blocks, dividing a candy bar equally, drawing pictures, or reading cereal boxes, young children are experienced mathematicians, readers, and writers when they enter kindergarten.” These skills are in fact what they need to succeed in the real-world. These strategies have shown to lead to higher success rates for students even after they graduate
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
While numeracy and mathematics are often linked together in similar concepts, they are very different from one another. Mathematics is often the abstract use of numbers, letters in a functional way. While numeracy is basically the concept of applying mathematics in the real world and identifying when and where we are using mathematics. However, even though they do have differences there can be a similarity found, in the primary school mathematics curriculum (Siemon et al, 2015, p.172). Which are the skills we use to understand our number systems, and how numeracy includes the disposition think mathematically.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
...nd dynamic changes in the competitive nature of the job market, it is evident to myself that being eloquent in all aspects of numeracy tools and knowledge is imperative in the 21st Century. The calculator is one such tool for children which supports mental computation to check answers to develop independent learning, as discussed earlier. It also fits into the pre-operation developmental stage of a child to enhance their symbolic thinking, similar to that of an adults scheme of thinking, as opposed reliance on senses alone. The interviews further grounded my reasoning around my argument and allowed me to not only gain an insight to how those similar to me think and those not so similar. This investigation has strengthened my argument that the use of calculators in the primary school classroom, if used appropriately, are an invaluable tool for teaching and learning.
Allowing children to learn mathematics through all facets of development – physical, intellectual, emotional and social - will maximize their exposure to mathematical concepts and problem solving. Additionally, mathematics needs to be integrated into the entire curriculum in a coherent manner that takes into account the relationships and sequences of major mathematical ideas. The curriculum should be developmentally appropriate to the
Many parents don’t realise how they can help their children at home. Things as simple as baking a cake with their children can help them with their education. Measuring out ingredients for a cake is a simple form of maths. Another example of helping young children with their maths is simply planning a birthday party. They have to decide how many people to invite, how many invitations they will need, how much the stamps will cost, how many prizes, lolly bags, cups, plates, and balloons need to be bought, and so on. Children often find that real life experiences help them to do their maths more easily.
The final assessment piece for term 1 is a personal reflection that is centered around our previous quiz results. These past few weeks each student was asked to complete a quiz based on numeracy and literacy concepts that are important to our development as a 21st century teacher. These skills are an important concept to all teachers as they are used on a daily basis, sometimes even subconsciously. Numeracy practises are a skill that teachers are required to be competent in. this component i find myself confident of as i have previous experience as a stage manager for theatre productions, working at markets and as a waitress in a local cafe. This confidence is backed up by my scoring on the final quiz, that was based on numeracy practices, achieving a 10/10. These skills will be more than adequate in teaching Biology and Geography in the eventual completion of this course. Continue use of these practises will constantly improve my ability.