Week One: Addition

The Big Idea:

The introduction of the four levels of mathematics language and how this breaks down the different language stages, breaking down how to teach mathematics that’s builds a pone previous knowledge. This has made understanding how to teach mathematics as well as the point of view that mathematics is a language and not just numbers has opened doors to new ways of teaching where the students gain a deeper knowledge and understanding of numeracy as a whole. ("Being Numerate", 2011)

Concept Skills and Strategies

One of the main first steps in learning mathematics involves learning the basic number facts associated with each process. In learning mathematics it doesn’t mean learning the numbers and the symbols and how to use them("Being Numerate", 2011). Its knowing how to use each symbol in a multiple different scenarios and equations and lifestyles. In addition using the mathematics strategies count-on, doubles and use ten a student’s first needs to gain an understanding of the concept and then lead onto as a skill by knowing the strategies and how to apply them in different ways.(Reys et al., 2012)

                                 Teaching Strategies 

The following Video is a entertaining and catchy sogn that asks students to interact with the video that starts from 1+1 and works up to 1+9 ("ADD 'EM UP! (song for kids about adding +1 up to ten)", 2014)

https://www.youtube.com/watch?v=INHYb1RNaMM

                                  Misconception

A misconception that can occur can come from a sum like the one to the left; where the student is not understanding the place value of the 3. Using a base board just as the one to the left as well as 0-9 digit cards; working as a class and then in pairs working out sums using these boards with the students doing sums where the second number is in tens with firstly the zero showing. Then follow explaining when the zero is gone it still means the same. This should be done over a period of time as the educator wants to build on previous knowledge without confusion.  (Harris, 2000)

                                    ACARA                                                                           Language Model

                                    
Foundation Year / Number and Algebra            Number and place value / ACMNA004
("Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1", 2016)

                        Resources and Ideas

http://www.hbschool.com/activity/numberline1_5_04/
("Number Line", n.d.)

Synthesis textbook

-nature of mathematics helps determine when is should be taught

-when elements are to be taught should be determined by the child’s mental capabilities

-this should be done with a wide range of activities from multiple different resources and ideas from other teachers, online etc. 
- all children can learn mathematics although equity does mean all children must learn worthwhile maths but it doesn’t mean all children will learn the same way (Reys et al., 2012)

 References

 ADD 'EM UP! (song for kids about adding +1 up to ten). (2014). YouTube. Retrieved 3 April 2016, from https://www.youtube.com/watch?v=INHYb1RNaMM

Being Numerate. (2011). The Early Years Framework Professional Learning Program, (22), 1-2.

Harris, A. (2000). Addition and Subtraction (1st ed., pp. 10-14). Andrew Harris.

Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1. (2016). Australiancurriculum.edu.au. Retrieved 3 April 2016, from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#levelF

Number Line. Hbschool.com. Retrieved 3 April 2016, from http://www.hbschool.com/activity/numberline1_5_04/

Play To Learn ~ Numbers & Counting. (2016). Pinterest. Retrieved 3 April 2016, from https://au.pinterest.com/pin/276056652136702161/

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., & Falle, J. et al. (2012). Helping Children Learn Mathematics. Milton Queensland: John Wiley & Sons Australia, Ltd.