Reflection #3 Staff Meeting is in session.

Imagine the Principal/Director asked you to prepare a document to present at a maths staff meeting. The document is titled, ‘How to set up and manage mathematical learning experiences”. Find literature that you can use to create a list of 10 items that would appear in your document. Reference your material. Support your ideas with literature.

‘How to set up and manage mathematical learning experiences’

1.       Mathematics is intended for all learners. There would be a high emphasis for teachers to expand and explore their teaching strategies and make use of the resources the school has readily available, to ensure that all levels of intelligence are catered for (Gardner, 2006).

2.       Consider the Student’s perspective on Mathematical tasks. At the crux of the item is the application of Vygotsky’s constructivism theory where the students ZDP should be considered (Vygotsky, 1978).

3.       Student’s need to know the goal. Pushing for teachers to incorporate WALT and WILF will help and allow the students to understand what they are expected to achieve.

4.       Learning community. There would be another strong emphasis that the teacher is to scaffold however, allow students to engage with one another and explore the world of mathematics with one another.

5.       Connection to real life. The tasks that the teachers are given should incorporate elements of real life or real situations within the student’s mesosphere (Malone, 2004).

6.       Student’s building a self-made library. This item is an individual task where the student dedicates a page to make a visual representation of each topic and write / draw key facts about the topic. As the topic is explored the students are encouraged to write down key teachings onto the page and create a self-made ‘library’ where they can revisit and reiterate teachings.

7.       Purposeful tasks. All tasks should be aimed at building upon the students’ knowledge and allowing them to explore relevant avenues.

8.       Learning through play. A strong emphasis will be placed on allowing students to learn and create through play, using digital applications or using play materials such as sand, water, large construction and role play (Broadhead & Burt, 2012).

9.       Positivity. As some students feel overwhelmed by particular topics it is integral the teacher praises, promotes and gives constructive feedback rather than shutting down the student for getting the wrong answer.

10.   Open-ended tasks. The possible answers should be infinite.

References

Broadhead, P., & Burt, A. (2012). Understanding young children’s learning through play : building playful pedagogies. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au

Gardner, H. (2006). Multiple intelligences new horizons (Completely rev. and updated. ed.). New York: BasicBooks.

Malone, K. (2004). "Holding Environments": Creating Spaces to Support Children's Environmental Learning in the 21st Century. Australian Journal of Environmental Education, 20(2), 53-66.

Vygotsky, V. (1978). Mind in society . Cambridge, MA: Harvard University Press.