Unit 421 | Lisa (Elizabeth) Cusack

Assignment 1
Curriculum through Numeracy

THE OTHER SIDE OF THE STORY Symmetry is a core component of the world around us. It is prevalent in the sciences, economics, visual arts, music, architecture, history, religion and culture. It is incredible how many different professions rely on symmetry, and how many day-to-day activities we partake in which rely on an understanding of and application of symmetery. As such, it is an ideal mathematical element to take off the graph paper and into students everyday lives.

Overview I aim to create two rich, interrelated numeracy-based activities that help address my students learning needs in the area of symmetry. The activities are provided to a Year 7 class of students, as a building block on previous knowledge and abilities. The students are regular and proficient users of technology, and are familiar with working alone or in small and larger groups, as well as in whole group discussions. The activities will be developed to identify line and rotational symmetries - ACMMG181, (The Australian Curriculum, 2011, Retrieved July 28, 2012 from http://www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Introduction/Introduction) in a context that provides the opportunity to consolidate previous learning on translations and reflections. The activities will draw on elements of mathematical activity addressed in Mason and Johnston-Wilder (2006, p.69), and will allow students to creatively explore the topic of symmetry. The activities also loosely track through The Learning by Design placemat to include pedagogical processes for students to experience, conceptualise and analyse their learning. (Retrieved August, 10, 2012 from http://newlearningonline.com/learning-by-design/the-placemat/) I have also touched on the twelve tactics that Australian researchers in Victoria identified as being effective for promoting primary students numeracy learning: excavating, orienting, modelling, collaborating, guiding, noticing, probing, convince me, reflecting and reviewing, extending, apprenticing (Westwood, 2008).

ACTIVITY 1 The approach Experiencing the known and the new Activities will encourage students to use their natural powers to engage with learning and explore possibilities. (Mason and Johston-Wilder, 2006).

Unit 421 | Lisa (Elizabeth) Cusack Effective teachers build on what students already know, (Roadmap for P-10 curriculum, teaching, assessment and reporting, Version 4, April 2011, Retrieved on August 14, 2012 from http://education.qld.gov.au/curriculum/roadmap/). A whole-class group discussion will help determine the appreciation of geometry and symmetry used in myriad careers, especially involving design, such as architecture, graphic and interior design but also those of the chef, scientist etc with students sharing their thoughts on a range of examples. This is also interlinked with the Analysing functionally and critically stage on the Learning by Design placemat. Real-life examples of symmetry will be identified by me and then the students, through interactive discussions. Using a combination of the internet and the whiteboard, students will have the opportunity to identify line and rotational symmetries of the examples raised. These are likely to include a great diversity of items, from equipment in the classroom and desk configurations to sporting fields and ball courts, famous buildings, company logos and art, such as Leonardo da Vincis Vitruvian Man, which was used as a representation of symmetry of the human body, and by extension, the natural universe. We will cover national flags, 3D examples using packaging and shapes, and historical icons such as the swastika used in ancient civilisations and Indian religion, before being taken up as the symbol for the Nazi party of Germany in WWII. The Olympic Games symbol (a very current part of their lives) will also be discussed and analysed. This overview will enable students to engage in stressing and ignoring and distinguishing and connecting aspects of mathematical activity (Gattegno, 1970 in Mason and Johnston-Wilder, 2006) Conceptualising by naming and with theory Well break this down to the micro level to investigate symbols in our language (numbers from 0-9 and letters of the alphabet) to identify all axes of symmetry, both horizontal and vertical, that highlight reflectional symmetry and rotational symmetry. This will be an opportunity to introduce students to the concept of letter ambigrams and their potential for rotational, reflectional vertical and reflectional horizontal symmetry (eg ICE, BOOK, COOK). Students will be encouraged to identify some pairs of letters that have rotational symmetry when used together with other letter (eg dip), and single letters when used by themselves. Well disrupt this idea by investigating exceptions to the rule, eg when a different cultural tool is utilised (Mason and Johnston-Wilder, 2006), such as the digital calculator for the numbers 2 and 5, and when using different fonts on the computer. Applying appropriately and creatively Students will break into pairs to investigate and identify examples of symmetrical and asymmetrical company logos on the computer. Students will highlight all axes of symmetry for symmetrical examples and use the correct terminology to indicate whether examples are reflectional or rotational symmetries, or both. Students will also research company logos that show examples of rotational symmetry and highlight the order of symmetry, by counting the number of times in a complete 360 degree rotation that an identical image can be produced (eg pentagon 5 times, at 72 degree points). I will be scaffolding childrens work to support their theorems-in-action (Mason and Johnston-Wilder, 2006), encouraging and guiding them with their strategies for this part of the activity, especially those students who generally require additional support. Students can choose a method they are most comfortable with to problem-solve this element of the activity and could use the rotation tool on the computer, or tracings or print-outs from the computer at their desks to overlay these and rotate the top version by anchoring it in the middle with a paperclip or pin. Some students might wish to first trial the concept using an object in the class. This will stimulate the manipulating-getting-

Unit 421 | Lisa (Elizabeth) Cusack a-sense-of-articulating framework, and Bruners enactive, iconic and symbolic modes of representation (Mason and Johnston-Wilder, 2006). This component of the activity also addresses natural powers such as specialising and generalising, distinguishing and connecting, organising and characterising, as well as doingtalking-recording and scaffolding-and-fading (Mason and Johnston-Wilder, 2006). All levels of learning will be catered to in order to allow for higher ability or fast-working students to find a greater assortment of logos which represent all symmetries, and lower achieving students to come up with just a couple of examples. Inequalities, such as cultural, gender and socioeconomic differences, will have no bearing on the childrens ability to undertake these interactive activities. Analysing Functionally and Analysing Critically Some students will be encouraged to show their examples to the class and might like to share their strategies for working out the order of rotational symmetry. This stage of the learning also helps the audience (peers) to analyse, construct, assess and interpret their own work when contrasted with their peers work as recommended in the Learning by Design framework. (Retrieved August, 10, 2012 from http://newlearningonline.com/learning-by-design/the-placemat/). In using the Learning by Design placemat it was helpful to a degree, but very sequenced, whereas the learning process moves in and out of the elements on the placemat, which is evident in Activity 2, often with several phases interacting simultaneously. I found that, in particular, elements of Analysing Functionally and Critically, were also present in the opening class discussion when teacher and students would be contrasting, comparing and analysing real-life examples.

ACTIVITY 2 The approach For the next activity, I have drawn on the experience on the recent Physical Education program at the school, with the children taking up ice skating. The students will be given a life-like scenario to which to respond, using the knowledge they have gained and applied in the area of symmetry. They need to extend their idea of the known and make use of the familiar elements in unfamiliar ways hypothesising, comparing and contrasting ideas, developing explanations and what if scenarios, and examine the function, connections, causes and effects of their project overlaid with the human and environmental impacts. They will be given a brief: You are the Marketing Director of a dynamic advertising firm. Your new client, an ice skating rink, is about to open twelve franchise outlets across Australia in the next 9 months. The Managing Director of the ice skating rinks gives you the task of (i) (ii) creating a memorable, creative, catchy business name for the rinks designing a suitable, clever logo that readily defines the sport

The logo must have at least one axis of reflectional symmetry (either horizontal and/or vertical) and may also illustrate rotational symmetry.

Unit 421 | Lisa (Elizabeth) Cusack Small groups will work on presenting your final draft to the Managing Director (your class) on Friday, which will: identify all axes of symmetry describe the three main criteria you used when deciding on the best logo for the franchise. Explain why you think company logos are important

In small groups, students will brainstorm ideas for a suitable company logo and company name. This will give members of the group the opportunity to take on specific or multiple roles within the group, such as designer/artist, presenter, strategist, resource gatherer, etc and will allow for students with different learning styles and abilities to work as a team and be supported by peers. The activity requires the quality of stickability (Mason and Johnston-Wilder, 2006) of each team member in order to deliver the final product. The students will be given the option of creating designs that can be computer generated on GeoGebra or by drawing identical, reversed halves on graph paper and highlighting rotational symmetry if applicable. I will scaffold the students in their work by providing some suggestions, such as to try creating an ambigram of the company name eg Bloo ICE, or to use fonts that suggest cold or movement, or to play on the use of reflectional symmetry by having the word reflected in the ice when it comes to the graphic design and printing stage. At the conclusion of this activity, teams will come together as a representative whole to observe their peers work and to convey what was in the brief. In sharing their strategies and rationalising their work, students are engaging in higher-order thinking skills. Subsequent to the project, students will be encouraged to reflect on different teams examples by comparing, contrasting, interpreting and assessing the primary elements. Students will be asked to reflect on changes they could make to give a different outcome, or to extend on their efforts. This is an opportunity for students to stand back from the doing aspect of an activity, to consolidate their understanding of the topic and get-a-sense of the sequence of experiences which contribute to the maturation process of learning. (Mason and Johnston-Wilder, 2006).

Pedagogy underpinning the two activities My role as teacher is to enable learning through student interactions with myself, other students, their own thought processes, classroom resources, text, images and information. It is also to show them that learning takes place over time (Mason and Johston-Wilder, 2006) and context, and that it builds upon previous knowledge. For students to gain confidence in reconstructing and exploring new problems, and understand that learning is an on-going process, is important. (Mason and Johnston-Wilder, 2006). If teachers have their own mathematical understandings, and are competent in subject matter knowledge and pedagogical content knowledge, they are more likely to be able to cater to diverse learning needs of students and reflect-in-action to foster deep understanding in student learning. The major influence on students numeracy is the effectiveness of the instruction students receive. (Westwood, 2008). The activities I developed have situatedness in a real-world context. The children begin their studies understanding how and why symmetry has relevance for them out of the classroom. The activities are sequenced to build on prior learning and competencies. This activity sets high expectations for student

Unit 421 | Lisa (Elizabeth) Cusack learning. Students are extended through the need to be both strategic and creative when designing a company logo and name that will incorporate the symmetrical criterion for the activity. There is a good mix of challenge, engagement and flexibility for students to represent their learning in their preferred learning styles, and to help them to confidently participate in ways that are meaningful to them. The teaching strategies catered to a diverse range of students, offering multiple means of representation. Students can articulate and/or illustrate their computer generated product, or drawing. ICTs and assistive technology can optimise student engagement and minimise barriers to learning (Retrieved on August 16, 2012 from http://education.qld.gov.au/curriculum/roadmap/, Roadmap for P-10 curriculum, teaching, assessment and reporting) The cultural tools (Mediator) that children (The Actor) act upon are the internet, graph paper and drawing apparatus, protractor, compass and mathematics computer program, calculator, paper clips/pins, scissors. The motive is to produce a business logo and name (termed the Attractor), which results in the finished product. (Mason and Johnston-Wilder, 2006). Activities will draw on many of the students emotions to engage them, a considerable degree of natural powers, and elements of the flow of activity indicated in Mason and Johnston-Wilder (2006). Disruptions can be evident when creating a company name using ambigrams, especially those with vertical, reflectional symmetry that requires students to be especially creative in selecting fonts that allow for some letters to be used interchangeably when reversed. Children will also have to use deductive strategies to work this out by stressing and ignoring certain letters in the alphabet (Mason and Johnston-Wilder, 2006). Further disruption can be addressed by adding another element to the brief after the students have started their research/designs for a company logo, such as the Managing Director wants to emphasise that the rink might be part of a larger recreational facility. Teaching of mathematics skills and processes needs to be balanced with students feeling confident and competent in applying this knowledge to solve problems in everyday situations. (Westwood, 2008) . During whole-class discussions and small group work, I will actively facilitate student learning by primarily using a connectionist mode to tap into childrens conceptual understanding (Westwood, 2008) and to link new learning to the childrens prior knowledge by making explicit connections with other mathematical topics and cross-curricular subjects. Inquiry, as opposed to instructional, methods will develop childrens understanding of symmetry by using representations in a real-life context, then focusing on the micro level, using symbols of language. The problem-based activities require active participation and a student-based investigative approach to engage in activities that allow students to acquire skills and construct and deconstruct knowledge. In this way, students will understand that different methods can be employed to achieve similar outcomes. It is important, however, that students are continually monitored and well-guided in their discoveries in order to help interpret their findings, so they can accommodate these within their existing mental schema. (Westwood, 2008). Feedback must be effective in order for students to understand and learn from it. By the teacher acting as facilitator, and using effective questioning techniques before, during and after the activities, the learning experience is deepened for students, who have the opportunity to elaborate on the strategies and processes used to solve problems. This approach reflects Piagets views on students being active and constructive learners (Westwood, 2009).

Unit 421 | Lisa (Elizabeth) Cusack Vygotsky and Bruner extend on this by emphasising the importance of students been given the opportunity to work co-operatively in social contexts with peers, and of the teacher providing scaffolding techniques to support learning. (Westwood, 2009). These approaches that Westwood has highlighted reflect the importance Vygotsky placed on discussion and think-aloud strategies, which has greatly influenced the teaching of mathematics. The activities have a flexible and open-ended approach, so as not to inhibit student learning. They allow students to make decisions about how they tackle an activity, thereby valuing students independence and creativity. Along with cognitive development, students will be exercising social and emotional skills through sharing ideas, resources and materials, and learning to self-regulate their emotions by waiting and taking turns. Teamwork is an essential set of skills for general human interaction, and the working culture in particular, drawing on aptitudes in leadership, followership, listening, questioning, persuading, respecting, helping, sharing , participating, commitment, trust, conflict resolution, flexibility, reliability the list goes on. The teacher also acts as mediator if necessary to facilitate this. This interaction is worthy of a focused discussion on outcomes as it has such far reaching implications. Children who are particularly challenged by this activity have a chance to learn from, and be supported by, their peers in this arrangement. Students are also given the opportunity to adopt certain roles so that each participant in the group could contribute meaningfully to the activity and feels comfortable with their role, thereby catering to diversity. The pedagogical approaches I employ will give students the opportunity to assess their peers work and enrich the learning experience for others. It is helpful particularly if a student relates better to a peers explanation of a concept than than that provided by a teacher. This multidimensional take on a concept helps inculcate the concept in the students learning. Students also communicate the problem-solving aspect of learning, which addresses cross-curricular requirements in other subjects. Making connections to cross-curricular subjects extends student learning further and allows them to situate the activity in their lives. Cross-curricular connections could include such areas as: how the construction of the ice skating rink affects the local community the environmental impacts of the rinks how we can make businesses like this more accountable for energy use symmetry in historical symbology such as flags symmetry in art symmetry in the sciences exploring solids, liquids and gases (tying back to the ice rink) in science exploring business slogans and jingles in anticipation of School Open Day tapping in to crosscurricular subjects such as music or limericks in literacy for example. Health and well-being in exercising

Finally, this approach to teaching gives me, as teacher, important feedback about the degree of learning taking place, to inform me on ongoing teaching practice and planning.

Unit 421 | Lisa (Elizabeth) Cusack

Australian Curriculum Content Descriptions An indication of specific curriculum items that the activities would help target. Mathematics Location and transformation - Identify line and rotational symmetries (ACMMG181) experimenting with, creating and re-creating patterns using combinations of reflections and rotations using digital technologies.

English Interacting with others - Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, to add interest and meaning (ACELY1804) Participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations. Using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, clarifying and rephrasing comments of others. Selecting voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement.

Reference: (The Australian Curriculum, 2011)

Activity 1 and 2 combined can take the students on many different learning experiences and awareness pathways. Elements of the Essential Learnings in the Key Learning Areas can also be partially addressed in the following areas: Technology Students are able to do: Investigate and analyse the purpose, context, specifications and constraints for design ideas. Generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints. Communicate the details of designs showing relative proportion, using labelled drawings, models and/or plans. Select resources, techniques and tools to make products that meet specifications. Plan and manage production procedures and modify as necessary. Make products to meet specifications by manipulating and processing resources. Technology as a human endeavour:

Unit 421 | Lisa (Elizabeth) Cusack Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability. Decisions made about the design, development and use of products can impact positively and negatively on people, their communities and environments. Information, materials and systems (resources): The characteristics of resources are matched with tools and techniques to make products to meet design challenges. Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications. ICT Cross-curriculum priorities Creating with ICTs: Express and creatively represent ideas, information and thinking. Creatively document and present their planning, thinking and learning using a combination of media. Reflect on their use of ICTs as creative tools and evaluate the quality of their ICT responses, plans and processes against criteria. Communicating with ICTs: Collaborate, develop, organise and present new ideas Establish their own or a group image and identity in communication The Arts Media: Still and moving images, sounds and words are applied and modified, using genre conventions, to construct media texts. Media techniques and practices, including editing and publishing, are used to create media texts. Representations in media texts have specific purposes and are modified to maximise audience impact. Visual Art: Descriptive and emotive lines are used to create abstraction, proportion and symbolism. SOSE Students are able to do: Collect and organise information and evidence from primary and secondary sources.

Unit 421 | Lisa (Elizabeth) Cusack Draw conclusions and make decisions based on information and evidence by identifying patterns and connections. Reflect on learning, apply new understandings and identify future applications. Health and Physical Education Students are able to do: Family, peers and the media influence health behaviours Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength and endurance, flexibility, and health and well-being. Reference: Queensland Curriculum Assessment and Reporting Framework, The Essential Learnings (2007).

Redirection A description of a surprising idea or unanswered question that youd like to pursue in Assignment 2 (without obligation) Suggestions on how you might progress your learning from here The problem seems to be one that most of the prescriptions for addressing learning, eg in numeracy, require additional funding and resources. However, given the current climate in Queensland, that is very unlikely to be forthcoming from the Government sector. The way to address this seems to me to explore the potential for collaborative action by teachers within and between school communities and with the broader school community to generate approaches that, to some extent, can compensate for the lack of further financial support. An area of research could be looking at examples about how schools around the world have been able to make a difference in their approach to teaching by collaborating in this way.

Unit 421 | Lisa (Elizabeth) Cusack

References Annenberg Learner (1997). ISBN: 1-57680-131-4 . In Workshop 1. Patterns and Functions: What Comes Next?. Retrieved from http://www.learner.org/resources/series98.html?pop=yes&pid=1089# Ewing, R. (2010). Curriculum and Assessment. (1st ed.). (pp. 23, 29, 33, 83, 87). :Melbourne, Victoria: Oxford University Press. Mason, J., & Johnston-Wilder, S. (2006). Mathematical Activity. In Designing and Using Mathematical Tasks. (pp. 69, 74-76, 72, 75, 76, 79, 81, 82, 89, 93, 95, 96). St. Albans, United Kingdom: McDowell, P. (2012, July). Australian Association of Mathematics Teachers. Lecture 2: Retrieved from S212 ETL421, Charles Darwin University Studies Online. Retrieved August 15, 2012, from :http://https://online.cdu.edu.au/webapps/portal/frameset.jsp Minesterial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008, December). Melbourne Declaration on Educational Goals for Young Australians. Retrieved July 19, 2012, from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goa ls_for_Young_Australians.pdf Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Commissioned by the Human Capita Working Group, Council of Australian Governments. National Numeracy Review Report, 1, 3, 5, 8, 15, 54, 59, 76. Retrieved from http://www.coag.gov.au/sites/default/files/national_numeracy_review.pdf Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) (2007). Queensland Department of Education, Training and Employment. What Works. The Work Program: Core Issues 4, 2, 7, 8. Retrieved from http://www.whatworks.edu.au/upload/1250830936111_file_4Numeracy.pdf

Unit 421 | Lisa (Elizabeth) Cusack

Moreton Bay Girls' College Retrieved from http://www.mbc.qld.edu.au/discover-mbc/why-mbc/anall-girl-educationin New Learning (2012). Learning by Design Project. Retrieved August 16, from http://newlearningonline.com/learning-by-design/ Perso, T. (2006). Australian Mathematics Teacher. Teachers of Mathematics or Numeracy?, 62(2), 37, 37. Retrieved from http://thelma.perso@qed.qld.gov.au Programme for International Student Assessment (2009). PISA 2009 Mathematics Framework. Retrieved from http://www.oecd.org/pisa/aboutpisa/ Queensland Curriculum Assessment and Reporting Framework and Queensland Studies Authority (2012). Key Learning Areas. Essential Learnings. Retrieved August 2012, from http://www.qsa.qld.edu.au/ Queensland Government Department of Education Training and Employment (2012). Roadmap for P-10 curriculum, teaching, assessment and reporting. Retrieved from http://http://education.qld.gov.au/curriculum/roadmap/ Queensland Government Department of Education, Training and Employment (2011). Curriculum into the Classroom. Retrieved from http://education.qld.gov.au/schools/australiancurriculum/state-schools.html Queensland Government Department of Education, Training and the Arts (2008). P-12 Curriculum Framework. Incorporating: Policy, Principles and Guidelines for Queensland State Schools. Retrieved August 2, 2012, from http://education.qld.gov.au/curriculum/framework/p-12/docs/p12-policy.pdf Queensland Government Education Queensland (n.d.). Numeracy Lifelong Confidence with Mathematics, Framework for Action 2007-2010. Retrieved August 12, 2012, from http://education.qld.gov.au/curriculum/area/literacy/docs/numeracy.pdf

Unit 421 | Lisa (Elizabeth) Cusack

Queensland Studies Authority (2012, March 6). Implementing the Australian Curriculum: assessment advice and guidelines in Prep to Year 10. Teach, assess, report P-10 Australian Curriculum in Queensland. Retrieved from http://www.qsa.qld.edu.au/13639.html The Australian Curriculum Assessment and Reporting Authority (2011). Australian Curriculum. Retrieved August 1, 2012, from http://www.australiancurriculum.edu.au/Year7 The Australian, Curriculum, Reporting and Assessment Authority (2010, May). The Shape of the Curriculum. The Australian Curriculum, Assessment and Reporting Authority. Retrieved July 19, 2012, from http://www.qsa.qld.edu.au/downloads/early_middle/ac_faqs_implementation.pdf Westwood, P. (2008). What Teachers Need To Know About Numeracy. (pp. 9, 29, 30, 37, 40, 44, 58). Camberwell, Victoria: ACET Press.