# EDC1009 Learning Through Numeracy

## COURSE NAME: EDC1009 Learning Through Numeracy

This study unit focuses on number processes (addition, subtraction, multiplication, and division) measurement and geometry, statistics and probability, and fractions and ratios. Through an applied focus students will assess and develop their own numeracy skills. Key concepts in each area will be covered. In addition, students will engage in mathematical problem solving involving rich tasks, open questions and cross-curricular contexts.

### Learning outcomes

On successful completion of this unit, students will be able to:

- Review the research on how learners learn, common conceptions and misconceptions aligned with mathematical concepts such as measurement, geometry, statistics and probability
- Create a repertoire of learning, teaching and assessment strategies relevant to the measurement and geometry, statistics and probability curriculum and develop cross-curricular connections;
- Evaluate their own experience of learning mathematics
- Demonstrate an understanding of the literacy demands of personal and professional mathematics.

EDC1009 Learning Through Numeracy

### Graduate capabilities

In addition to discipline knowledge, skills, and their application, the study of this unit is intended to contribute to students developing the capabilities needed to be:

GC1. Adaptable and capable 21st-century citizens who can communicate effectively, work collaboratively, think critically and solve complex problems

- Identifying, anticipating and solving problems ranging from simple to important, complex and unpredictable problems
- Accessing, evaluating and analyzing information
- Effective communication using known and yet to be developed tools in many contexts
- Using effective interpersonal skills, collaborate with and influence, their personal, work, and community networks locally and globally

GC2. Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and learning

- Understanding the role of culture, values, and dispositions in affecting achievement of goals
- Understanding how to initiate and develop new ideas
- Planning and organizing self and others
- Decision-making

This unit of work provides students with the opportunity to further develop their skills to engage in complex problems and communicate through reviewing curriculum and planning documents to inform designing of learning activities and assessment tools for secondary school students. Taking into account the needs of different learners from a range of cultural backgrounds. Students will receive feedback through formal assessments and ongoing informal feedback from peers and lectures through tutorial discussions.

### Assessment Task

Assessment 1 – Review: Review of personal strengths and areas for improvements in personal and professional numeracy and the development of an action plan (500 words)

Assessment 2 – Report: Report on the implementation of high-quality mathematical activities and resources relevant to a range of settings (1250 words)

Assessment 3 – Laboratory Work: Complete open book tasks on mathematical content knowledge (1250 words)

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### Assessment Task 1

**Assessment 1 Guidelines: Report on Personal and Professional Numeracy**

This assessment task requires you to complete the Year 7 NAPLAN (Non-Calculator) assessment individually, and then to evaluate your own personal and professional numeracy skills and mathematical content knowledge. In doing so, you will need to maintain a record of your own mathematical calculations and attempts at solutions.

Report on Personal and Professional Numeracy 25% (distributed across three parts and a hurdle task as specified below). To be completed individually.

Part A: 10% (300-word equivalent) Completion and marking of Year 7 NAPLAN (Non-calculator)

** Record of your own mathematical calculations and attempts at solutions. You should download the attached template and complete it.

Part B: 10% (300-word equivalent) Review of Personal and Professional Numeracy

Part C: 5% (150 words equivalent) Action Plan

** For parts b & c you should download the attached templates and complete them.

Part A: Completion and marking of Year 7 NAPLAN

The record of your own mathematical calculations and attempts at solutions (Hurdle) must be scanned and uploaded as a __single document__ to the Assessment Dropbox in VU Collaborate by 5 pm, end of session B in week 2. This will suffice as evidence as having completed Part A of this assessment.

Part B: Review of Personal and Professional Numeracy

This part of the assessment requires a discussion of strengths and areas of improvement in relation to two mathematics strands – *measurement and geometry*, and *statistics and probability*. You will need to draw on two NAPLAN question examples to support your discussion for each of the mathematics strands. Importantly, this is a reflective discussion and you should also draw on past learning experiences to enrich your discussion. This assessment requires a maximum of a single A4 page. The attached template must be completed using a standard 12-point font and uploaded as a single document to the Assessment Dropbox in VU Collaborate by 5 pm, end of session B in week 3.

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Part C: Action Plan

The action plan requires you to identify two known sources to help develop your personal and professional numeracy skills aligned to one nominated area of improvement. Refer to texts and websites identified in the unit guide to help construct this action plan. This discussion needs to be specific. Sources must be referenced in Harvard style. Refer to http://libraryguides.vu.edu.au/harvard

The attached template must be completed using a standard 12-point font uploaded as a single submission with Part B to the Assessment Dropbox in VU Collaborate by 5 pm, end of session B in week 3.

Note: Mathematics Strands – Number and Algebra (NA), Measurement and Geometry (MG), Statistics and Probability (SP).

**The assessment guidelines are not part of the submission process.**

Part A: Record of your own mathematical calculations and attempts at solutions

Part B: Review of Personal and Professional Numeracy Template

Discuss strengths and/or areas of improvement in relation to measurement and geometry. Draw on two NAPLAN question examples to support your discussion.

Discuss strengths and/or areas of improvement in relation to statistics and probability. Draw on two NAPLAN question examples to support your discussion.

Reflecting on past learning experiences, discuss aspects of successful mathematics learning.

Part C: Action Plan Template

Defining the content area of improvement, justification, and strategies

Area of improvement from MG or SP and justification:

*Based on the description provided above, provide a list of strategies with reference to known sources*

The Year 7 NAPLAN (Non-Calculator) assessment is available at https://www.nap.edu.au/_resources/Example_Test_Numeracy_Y7_non_calc.pdf

The answers are available at https://www.nap.edu.au/_resources/Example_Test_Answer_Numeracy_Y7_Non_Calc.pdf

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### Assessment Task 2

**Assessment 2 Guidelines: Report on the Development of a High-Quality Learning Activity**

You will be allocated a topic and curriculum level for the assessment in Week 4. This assessment task requires you to locate two activities from __different__ known sources aligned with your topic and curriculum level. You are then required to demonstrate __one __of those activities to a partner and video this process. High-quality activities should involve the use of concrete materials. Subsequently, you are required to report on a range of high-quality learning activities.

Note: The focus of this assessment is on either Measurement and Geometry (MG) or Statistics and Probability (SP) but not number and Algebra (NA).

Report on the Development of a High-Quality Learning Activity 35% (distributed across two parts as specified below).

Part A: 10% (300-word equivalent) Video of a Learning Activity

Part B: 25% (750-word equivalent) Poster of High-Quality Mathematical Activities

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**Part A: Video of a Learning Activity**

Locate one activity from a known source. You have required to video-record a 5 – 8-minute demonstration of this activity to a partner as a __YouTube video__ and upload the link to the Assessment Dropbox in VU Collaborate by 5 pm, end of Session B in Week 12. This will suffice as evidence as having completed Part A of this assessment. **Refer to the Assessment 2 folder for a sample video**.

Note: It is your understanding of the use of effective resources for the demonstration of a mathematical concept that is being graded not the quality of the video; however, the video needs to be clear in order to be useful for assessment purposes. You must ensure that the video is accessible and able to be easily viewed by your tutor.

Note: The video must convey/contain the following elements:

- Use of concrete materials: Standard classroom materials such as counters, unifix, Base 10 materials, dice, spinners, etc should be used to develop and communicate mathematical concepts. You may develop your own high-quality materials for this assessment. Worksheets will not suffice.
- Level: The year level(s) should be aligned to the Victorian Curriculum and clearly communicated.
- Source: The source of your activity needs to be communicated. This must be from a known source. A ‘Google’ or made up activity will not suffice.
- Mathematical Language: The key mathematical ideas need to be accurately defined/explained in the video. You should consult the text and other known sources for further information.

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**Part B: Poster of High-Quality Mathematical Activities**

This part of the assessment requires you to report on two mathematical activities from known sources and present them in a poster format (one of which was used in the video demonstration). Refer to texts and websites identified in the unit guide to help construct this poster. The format and marking guide is provided in the template below. Dot points may be used but must be fully explained with clear examples. Each person’s poster must be submitted as **a maximum single-page document in A3 format** to the Assessment Dropbox in VU Collaborate by 5 pm, end of session B in week 13.

**Refer to the Assessment 2 folder for a sample poster**.

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Note:

- Introduction: Provide an overview of the topic aligned with known sources. Consider the key ideas and mathematical concepts connected to this topic.
- Key terminology and definitions: Only define the key mathematical language aligned to the topic.
- Materials: Provide a brief description of how concrete material is used to support your two activities.
- Common misconceptions and difficulties: Each of these must be referenced. Refer to Booker (2104) and Reys (2017) in order to support your discussion.
- Description of activities: Your understanding of the mathematical concepts is being graded not the implementation of them. Include diagrams to help convey your understanding of the mathematics. Your activities must come from
__different__ - Discussion: Discuss the theory associated with learning the key ideas and mathematical concepts addressed in the introduction.
- Reference list: A reference list should be on a separate page (
__attached to the poster document__) and include all sources used to support the poster. Sources must be referenced in Harvard style. Refer to http://libraryguides.vu.edu.au/harvard

- Introduction: (2 marks)
- Key Terminology and Definitions: (4 marks)
- Materials: (2 marks)
- Common Misconceptions and Difficulties: (4 marks)
- Description of Activity 1 (Video Demonstration): (4 marks)
- Description of Activity 2 (Alternative activity): (4 marks)
- Discussion: (2 marks)

### Assessment Task 3

**Assessment 3 Guidelines: Open Book Tasks (OBT)**

This assessment task requires you to engage with the content of the unit. In order to support your development of mathematical skills, each session will provide you with face-to-face instruction of key mathematical concepts. You are also provided with learning modules to further develop ideas and concepts introduced during tutorials.

This assessment is spaced throughout the semester and worth a total of 40%.

OBT1: Number 10% Beginning of Session A in week 4 OBT2: Geometry 10% Beginning of Session B in week 8 OBT3: Measurement 10% Beginning of Session A in week 11 OBT4: Statistics and Probability 10% End of Session B in week 14

Further details:

During each tutorial session, you should maintain your own written notes and add to them any further learning through engagement with learning module resources and wider reading. Your notes and marked-up copies of pages from relevant readings and the text are permissible during OBTs. You will **not** be able to access online materials during the OBT. Calculators are also **not **permitted during OBTs.

The OBTs take place during tutorial times. You must ensure that you attend these tutorials in order to access the OBTs.

- Each OBTs will consist of 20 true and false questions worth
**½**mark each. - You need to enter either True or False for all assessment items.
- The time limit of 30 minutes has been allocated for each OBT.

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visit at: EDC1008 Learning Through Literacy