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Numeracy in Action AT1 Group Meeting 2 - Friday 7th March 2014

Meeting Commenced: 11:45am Attendees: Lesley Hine Suzannah Lovelock Michelle Shanks Lizehl Phillips Topic 1: Introduction and welcome to new group member Topic 2: ACARA Deciding on strand, content descriptions, elaborations and year level Topic 3: Research How children learn maths

Agenda:

Topic 1:

Introduction and welcome to new group member

Lizehl joined the group this week so at this meeting we brought her up to date with our ideas for the unit plan and we discussed what tasks each group member was allocated for the next meeting. It was decided that the next meeting would be on Tuesday 11th March 2014 at 3:30pm.

Topic 2:

ACARA Strand and Year Level

The task was set from the previous meeting to decide on what strand we would be working with and which content descriptions we would be focusing our unit plan and lessons on. Together we decided on Measurement and Geometry including the following content descriptions and elaborations.
Measurement and Geometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020) Measurement and Geometry Shape Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) Using units of measurement Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Measurement and Geometry Using units of measurement Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
Numeracy in Action EDCU11022 AT1 Collaborative Planning Hine, L., Lovelock, S. & Shanks, M.

__________________________________________________________________________________ Topic 3: Research How children learn maths How Children Learn Mathematics Constructivism and Conceptually Based Mathematics Constructivism is a view of learning influenced by the works of Brownell, Piaget, Vygotsky, Dienes, and Bruner that asserts that children build or construct their own knowledge by integrating new concepts and procedures into existing mental structures. Children must create or recreate mathematical relationships in their own minds. For example, before a child learns the value of various U.S. coins, the child may believe that a nickel is more valuable than a dime because of the relative sizes of the coins. Once the child has assimilated the idea of coin value and has learned that a nickel is worth five cents while a dime is worth ten cents, the child will agree that a dime has more value than a nickel. To process information, one must interpret it in relation to what is already known or believed. Children should be active in the learning experience in order to fully internalize the experience. Teachers who use the constructivist method of teaching encourage discovery learning and active experimentation by their students. With constructivism the emphasis is not on teaching, but on learning. Even very young children are capable of constructing mathematics concepts and algorithms (Cobb, 1994; Kamii & Ewing, 1996). Retrieved from: http://www.education.com/reference/article/how-children-learn-mathematics/ I once wondered why some first graders were getting such answers as 3 + 4 = 4. By watching them, I found out that they were putting three counters out for the first addend and then four for the second addend, including the three that were already out. Errors of this kind result from prematurely teaching a rule to follow. According to this rule, one must put counters out for the first addend, more counters for the second addend, and count all of them to get the answer. This rule works for children who already know that addition is the joining of two sets that are disjoint. However, the rule is superfluous for those who have constructed this logic, and it causes errors for those who have not constructed it. Retrieved from: http://www.nctm.org/resources/content.aspx?id=1760 Other interesting websites: http://www.sagepub.com/upm-data/25988_Chapter_1.pdf http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/Pages/defau lt.aspx The last website is a link to Vic Department of Education has some good links on it. __________________________________________________________________________________ Meeting Concluded: 12:30 pm.

Numeracy in Action EDCU11022

AT1 Collaborative Planning Hine, L., Lovelock, S. & Shanks, M.