Reflection #1 Mathematics Education

Highlight, discuss and reflect on mathematics education, the curriculum, the organisation of learning, the implications for you as future teacher. Support your ideas with literature. 

Mathematics education, the curriculum, the organisation of learning is pivotal in the expansion of a student’s knowledge, understanding and applied problem-solving skills. To understand mathematics education, you must first accept mathematics and numeracy is incorporated into everyday activities. The simple task of paying for a coffee, working out what time to catch the bus for work / university and recognising how many chocolates you shouldn’t eat is directly linked to the world of mathematics. 

Reflecting back to when I was in Primary school the attitudes towards mathematics has taken a progressive approach, the idea that “it’s too hard for me” and “not knowing what to do”(Hogan, 2012, p.6) has steered to a movement known as ‘Mathematical empowerment’ (Ernest, 2002, p3). 

The concept aims to promote a sense of belief within the student which is nurtured and guided by the facilitator, and I believe this is embedded within the K-6 NSW Mathematics Syllabus through the language that the facilitator provides the students.

The K-6 NSW Mathematics Syllabus is an essential document that needs to be thoroughly understood by educators. 

The content strands of Number and Algebra, Measurement and Geometry and Statistics and Probability need to be well-covered by the educator and introduced to a class of learners with an engaging and positive attitude (K-6 NSW Syllabus, N.A). Thus, if delivered correctly the proficiency strands of the syllabus will be unpacked and extracted by the learners and in-turn enriching their knowledge. As a pre-service teacher the navigation of the NSW Syllabus may appear difficult at first but in due course will be an essential to my career as a teacher.

References

Ernest, P. (2002). Empowerment in mathematics education. Philosophy of mathematics education journal, 15(1), 1-16.

Hogan, J. (2012). Mathematics and numeracy: has anything changed? Are we any clearer? Are we on track? Australian Mathematics Teacher.

NSW, B. (2018). Mathematics K–10 :: Working Mathematically and content strands. Syllabus.nesa.nsw.edu.au.