Reflection #2 A New Working Mathematically Proficiency Layout.

Imagine you have been hired by a curriculum authority to create a new visual that represents the Working Mathematically Proficiencies. Upload your image/drawing to your journal platform. Reflect on its use as a classroom teacher. Support your ideas with literature.

Created by DL 2018

If I was to be hired by a curriculum authority and was given the task to create a new visual that represents the K-6 NSW Mathematics 'working mathematically proficiencies' I would first begin to question myself as to what I believe is the foundation of learning. I believe a pyramid scheme is one of the most appropriate and basic ways of representing the mathematical proficiencies as it allows for other teachers to see the steps in which learning occurs. 

According to Allsop, Kyger and Lovin the classroom has become more complex due to nature of the evolving learning space many more distractions are taking place within the classroom that are lowering those ‘light bulb moments’ (Allsop, Kyger & Lovin, 2007). Thus, the first level of learning is integral, by personalising tasks and correlating it to real-life topics that students already understand the teachings will have a greater impact (Davis 1984).  Moving up the pyramid is communication. The communicating proficiency is the next logical step if the student has a basic understanding of the key terminology and can provide an oral and written representation the proficiency is deemed to be effective. Furthermore, once the student can communicate their understanding the fluency of the task should take place, i.e. the students can identify the correct situation to use appropriate skills (NSW, 2018). Moreover, once the foundations have been solidified the higher order proficiencies can take place. A student should next be able to explain or show to the teacher how they performed an action or step over another and use their analytical/evaluation skills to justify their actions. I believe once they have completed the hierarchy the real indicator as to whether the student has successfully learnt a topic is that they are able to be given an open-ended question based upon a real-life situation and find different avenues to provide a solution.

References

Allsopp, D. H., Kyger, M. M., & Lovin, L. H. (2007). Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Davis, R. B. (1984). Learning mathematics: The cognitive science approach to mathematics education. Greenwood Publishing Group.

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