Part 1

The big ideas from week 1 Lecture and Tutorial is What is mathematics and how is it taught
within the classrooms. The link between both what is mathematics and how it is taught
within the lecture and the tutorial comes down to defining what mathematics is.
For myself the big ideas of how mathematics is taught within the classroom comes down to
how I was taught maths and how mathematics for myself wasn’t fun and was a negative
experience. Struggling from a younger age and always needing support in maths groups in
primary school helped me to learn simple maths, but as the support went away I tried to
teach myself. So having the big idea of how maths should be taught opened my eyes to
knowing that my teacher was teaching the harder way, not a simple way.

Part 2

Mathematical concept – addition is what teachers start with when teaching. The addition
concept is a visual way of teaching Mathematics by using different resources, eg. 3D items
such as counters, animals or something of interest to the students, along with the use of a
visual story board (Addition Mats). This helps the students to visualise the addition sum
instead of seeing it as just numbers.
Within this language model for Mathematics, the two parts of the model to be used would
be Students language followed by Materials Language this is so the students know what
they need to look at when seeing the symbolic language of the addition sum.

Part 3

A common misconception students have when learning mathematics- addition in particular,

is that as the number become bigger, they believe that adding becomes harder. It can occur
when students have not been able to understand simple maths, so when other numbers
come into the equation students can become overwhelmed. With this bringing books or
rhymes that can help anyone to add numbers together as well as helping them remember
their doubles and numbers that add to 10.

Part 4

The year level that I have chosen for this concept of addition is Year 1 – Number and
Algebra- Number and Place Value.
Represent and solve simple addition and subtraction problems using a range of strategies
including counting on, partitioning and rearranging parts (ACMNA015 - Scootle )
I chose this year level as it is the age that many students will be starting to learn how to add
numbers that may be harder to work with. As the year goes on this game can still be helpful
for many students.
The following URL from Scootle, Counting Beetles helps the students to see how many
beetles are altogether. This game can also be used as a subtraction game as a how many
beetles did we start with and how many beetles do we have left?

https://www.scootle.edu.au/ec/viewMetadata.action?id=L8280&q=&topic=&start=0&sort=
alignment&contentsource=&contentprovider=&resourcetype=&v=text&showBookmarkedR
esources=&showLomCommercialResources=false&field=title&field=text.all&field=topic&lea
rningarea=%22Mathematics%22&contenttype=all&contenttype=%22Interactive%20resourc
e%22&contenttype=%22Tablet%20friendly%20(Interactive%20resource)%22&contenttype=
%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&
contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=
%22Teacher%20guide%22&contenttype=%22Dataset%22&contenttype=%22Text%22&cont
enttype=%22Mobile%20app%22&contenttype=%22StillImage%22&contenttype=%22Movin
gImage%22&commResContentType=all&commResContentType=%22App%20(mobile)%22&
commResContentType=%22Audio%22&commResContentType=%22Book%20(electronic)%2
2&commResContentType=%22Book%20(printed)%22&commResContentType=%22Digital%
20item%22&commResContentType=%22Learning%20object%22&commResContentType=%
22Other%22&commResContentType=%22Printed%20item%22&commResContentType=%2
2Software%22&commResContentType=%22Teacher%20resource%22&commResContentTy
pe=%22Video%22&userlevel=(1)&kc=any&lom=true&scot=true&follow=true&topiccounts=t
rue&rows=29&suggestedResources=M015957,M018955,S4970,M014006,M019368,M0179
80,M018756,M009165,R11395,M017979,M020068,M008811,M017301,R11082,M017866&
accContentId=ACMNA015&fromSearch=true

Part 5

A resource that I have personally sourced to assist with the development of the Concept is a
game called peg cards. This game the students are to pick up a peg which will have a
random number on it and use that peg the whole way along the sheet of paper. With this
the students are able to use any resources that are close to them eg: animals or counters to
help if they are stuck. Students will need to write down when they used the animals or
counters so the teachers are able to see what they were having trouble with and can work
an activity around what they are having trouble with, thus helping with any limitations the
student may have. This aligns with symbolic language, Mathematical Language and
Materials language.

https://teachezy.com/wp-content/uploads/2014/04/addition-peg-cards.pdf

Part 6
1. When teaching addition to a class or even a small group of children. It is important
to show the way it will be taught. The concept I chose is addition.
2. Represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts (ACMNA015 -
Scootle )
 3. The concept/skill/strategy I would use is counting on. Using dice with pictures on
them instead of the normal dots helps the students to visualise and look at the
symbolic language in the form of the students’ material language.

+ =

To get this, the count on strategy would be a number line

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

I took 2 jumps to get to the answer of 6.