Team+Collaboration


 * Hannah- Black**
 * Nikita - Blue **
 * Sandra - Pink **
 * Holly - Green **


 * Hannah 18/3/12**
 * I know that Numeracy is a very vital part of the Australian Curriculum, but I am wondering:**
 * What are the //strands// in Number and Alegbra?**
 * This is where we need to begin....**


 * Sandra 22/3/12 **
 * I agree Hannah, I think we need to start at the base line of knowing the Number and Algebra strands. **
 * I did a little research on the Maths ACARA website. I created a brief outline of the Number & Algebra strand. **
 * Have a look, and see if any of the sub-strands appeal to you. **

[[file:MATHS ASST 1.docx]]

 * Nikita 22/03/12 **
 * We have chosen to do the fractions and decimals sub-strand... **


 * I was thinking that we need to get a good understanding about the strand and the key DK and PK, any suggestions how we could break this up and share with the rest of the group so that we all have a really solid understanding of how the sub-strand progresses. I think we need to focus on how each year level is different from the one before (to show progression) **

**Holly 23/3/12 ** **I agree with your point Nikita that we need to have a really solid understanding of our chosen sub-strand. I'm suggesting that it would be advantageous if each of us take a specific year level - and focus on the DK and PK and the progression of the key aspects of this sub strand. I have allocated each of us a year level that suits with our prac experience, in combination with the discussion with had at uni the other night and hope that these work for you girls - if these don't suit please let me know. **

**Nikita: 1 & 2 ** **Sandra: 3 ** **Hannah: 4 & 5 ** **Holly: 6 **

**If we can do an in-depth analysis of the allocated year levels and then post it on here - I will create a specific page for the information. Once we have completed this we can re group and share our new knowledge and understanding with the rest of the group. Thanks Holly. **

** Nikita 09/04/12 ** **I have started thinking about how we can represent our thinking with the graphic organiser. As I look at the criteria and task sheet, I am trying to put together a good idea of what will need to be included. I think that it is really important to synthesise our knowledge from the DK and PK of the fraction substrand. When I read the criteria sheet I get the impression that we are supposed to analyse this information, rather than give detailed recounts. What do you think? What type of information do you think we need to include in the graphic orgainser to show analysis and deeper understanding of the progression of the DK and PK...? Would love to hear your thoughts, then we can start formulating a template for our graphic orgainser. Thanks Nikita**
 * Hi Girls, **


 * Hannah 10/04/12**
 * Nikita,**
 * I totally agree with your perception about what needs to be included in the graphic organiser, especially with your point about how important it will be to synthesis our knowledge from the DK and PK of the fraction substrand.**
 * I also think that it will be very important to highlight the key ideas from each year level and discuss the issues and challenges that arise from the declarative and procedural knowledges we identify, particularly any misconceptions within the fractions and decimals substrand.**
 * What do you think girls?**
 * - Hannah**


 * Sandra 10/04/12 **
 * Yes, I agree with the other suggestions. Perhaps we could also include a real life example (student work sample) of the particular year level (or stage of learning and teaching the concept). I think that would show the key stages and their progression. **
 * Any further thoughts? **
 * Sandra **

**Holly 10/04/12** **I agree with Hannah that it would be interesting to make a direct link to the misconceptions in our graphic organiser. This would enable us to show a deep understanding of the key stages, and give an analysis rather than a description. Perhaps we could also include a short description of how this knowledge would be assessed. I think that this would show even further analysis of the key stages**

**Holly**

**Nikita 10/04/12**

**Hi Girls,** **I was really struggling to see how we could construct the graphic organiser in a way that showed analysis... rather then a recount of what we have already done. Those ideas are really good! So I made a template based on these ideas** **- Key stages of development** **- Direct links to issues and challenges (misconceptions etc.)** **- Real life examples of the key stages (students' work samples)** **- Examples of how to assess the key knowledge.**

**And I think we are all agreed that the focus here is on analysis, not description.**

**Here is what I came up with, let me know if you are happy with it and I will upload it to our graphic organiser page so that we can all contribute.** **Thanks Nikita**


 * Hannah 10/04/12**
 * Great ideas girls! :-)**
 * Thanks so much for developing the graphic organiser Nikita, it's great that we have included a possible solution to the issue and/or challenge. It relates so much more to 'real life' in a classroom when we work collaboratively to identify solutions to common misconceptions that actually occur day to day in a classroom.**
 * I am glad that we have identified that we really need to focus on //analysis// not description. I will have to remember this when I am focusing on a particular issue or challenge.**
 * I am struggling to find possible assessments for the key knowledge - where could I go to find this?**


 * Thanks, Hannah**


 * Sandra 10/04/12 **
 * There are some good links on Moodle week 4. Also I am researching for the overview pages so if I find anything I will sent it to you **
 * :) Sandra **


 * Hannah 10/04/12**
 * Awesome! Thank you Sandra, I will find that really helpful.**

[|http://www.qsa.qld.edu.au/13656.html#plan]
 * Sandra 10/04/12 **
 * Hi Girls, this is a link to QSA P-10 Mathematics Australian Curriculum and resources, check out the Assessment and Year Plan tabs **


 * Holly 11/04/12 **
 * Hi, I was thinking that some people find it very difficult to obtain a comprehensive understanding of Maths literacy. Not only is there a plethora of unfamiliar words, sometimes words used within maths are shared with English literacy but have a completely different definition. Here is a link to a maths dictionary that may help clarify terms and this version is fun and would be a great resource that could be used within the classroom. **
 * PS - Hannah because you have managed to put those maths samples up on your page I'm wondering if you could please help me with mine. I want the first work sample from ACARA's Maths portfolio - for some reason today I can not manage to figure it out. If you could talk me through it or grab it yourself I would be greatly appreciate it. Thank you a million! **

**Nikita 11/04/12** **Great thanks Holly, That dictionary will be great to clarify understanding. Words like 'represent' and 'interpret', really do have their own mathematical meaning that it is important to understand, both for the teacher and students!**

**Also I put that picture on the year 6 page. Is that the one you wanted?**


 * Holly 11/04/12 **


 * Ha, you are fabulous. Thank you for that. I just wanted to check I have had to slightly reformat the key stages word document (just make boxes bigger - not remove them) as my misconception section is larger than my key stage section. Is that okay?? **


 * Ps - I found this document that describes some of the misconceptions of decimals, fractions and percentages. **


 * Hannah 11/04/12**
 * Sorry Holly, Nikita beat me to it haha**
 * I am also using that document you linked above - it has some really good information for the key stages I am focusing on. Thanks :-)**
 * P.S This document also descriibes some of the misconceptions students have in the key stages that we have identified.**

**Holly 12/04/12** **Hello,** **I know this was the task you set for me and not your responsibility at all but I am struggling to find misconceptions for equivalent fractions, decimals and percentages. I have one misconception about metalanguage but that is it. I woke up really early to ensure that I had all my key stages graphic organisers uploaded so that you could begin your precis as soon as you woke up. I finished the other ones and have mostly completed this one, however I have been researching for the last misconception for the last two hours and have yet to find anything suitable. So sorry to ask for your help but if you come across any information I would greatly appreciate it. A chance to challenge your minds as Early Childhood is your specialty and you have not ventured into these maths concepts before. I will upload the temporary key stage graphic organiser in case anyone wants to read it. If you do not have enough time that is fine also.** **Thank you greatly,**
 * Holly **


 * Hannah 12/04/12**
 * Holly, firstly let me say that what you have said so far in the equivalent fractions, decimals and percentages graphic organiser is wonderful!**
 * The document that we discovered (here is the link again..) has some good information about percentages to get you started. It says that their is a lot of confusion around the concept of decimals and when teaching percentages it is highly important that it is made clear to the students that percentages are linked to fractions and decimals. So maybe the solution could be explict teaching of the concept so that the students can be the valuable connection between all three??**
 * Nikita and Sandra what do you think?** **I might be on the wrong track here, but hopefully I have given you something to think about. Nikita did inform me last night that they do not have to be particularly long - so whatever research you find will be absolutely fine :)**
 * You certainly did challenge my brain!**
 * - Hannah**


 * Nikita 12/04/12 **


 * Hi Girls, **
 * OK, let me put my early childhood brain on...I found that it was easier to find information when I thought "I am finding issues and challenges", these may not be misconceptions as such. I haven't looked in detail, but maybe an issue would be the lack of concrete materials used in classrooms to teach decimals and percentages. You could find some information that says, even in upper primary students need concrete materials to develop strong understanding of new knowledge. Although using materials may happen in some classes, I am sure the majority don't. This would be a big issue for children learning decimals and fractions. Maybe your solutions could look at materials that support learning. **


 * Nikita **


 * Sandra 12/04/12 **
 * HI Girls, **
 * I have uploaded all the images in our worksample page and began to annotate them (up to year 4). Please add any further clarification or issues you can see. These worksamples have really helped me identify where students need further assisstance or practice in order to grasp the different key stages in this sub-strand. **
 * Look forward to your input **
 * Sandra **


 * Hannah 12/04/12**
 * Sandra that was a good idea!** **I agree with your point about the worksamples helping you to identify where the students need further assistance.**
 * I also found it quite beneficial to see real life examples of what each key stage looks like in the classroom, and it has informed by future practice as a learning manager. I am now aware of the issues and challanges that can occur, and feel confident to address them when they happen in the classroom.**
 * - Hannah**

**Holly 12/04/12** **Thank you so much for all your guidance, it was greatly appreciated.**
 * I found annotating the work samples required me to view them from a different perspective than I would have previously. By making these annotations I had to interpret the data on the page and then evaluate and analyse what the student was thinking, why they might be thinking that, what issues they were facing and how I, as a future learning manager, would overcome this obstacle in my class. It made me reflect on the importance of gaining a comprehensive overview of students prior knowledge and understanding before initiating teaching on a specific concept. It also made me think about what a powerful and important role you ladies, as Early Years teachers, play in the progression of a students mathematical schema. **