This assessment task involves selecting a mathematics task and deconstructing it in terms of its relevance to the curriculum and big ideas of number or algebra and for fostering mathematical thinking and learning, identifying and addressing student misconceptions, and contribute to a sequence of learning.
Select a mathematics task suitable for Year 3 or above to use as a learning activity to teach one of the big ideas of number or algebra.
Link the mathematics task to one of the big ideas of number or algebra.
Determine the curriculum content addressed by the mathematics task.
Explore how the mathematics task addresses the aims and goals of the mathematics curriculum and other aspects of the curriculum - General Capabilities, Cross-curriculum Priorities, and if relevant, other curriculum areas.
Determine how the mathematics task addresses student learning needs and student misconceptions for the big idea of number or algebra selected.
Detail what students do, use, create, or make as a result of completing the assessment task.
Describe a sequence of learning that includes at least five mathematics tasks - determine where in the sequence the mathematics task is situated.
Justify your choices, decisions, and ideas from the different perspectives - student learning needs and misconceptions, progressing learning via a sequence of tasks, addressing the curriculum specifically and more broadly.
Find sources from the research literature and readings provided via the Library Reading List for the subject to support your ideas and claims made. You are encouraged to support your ideas from multiple sources.
Assessment Task 2 is to be presented as an essay. Points 1-9 should be addressed but they do not have to be addressed in the order provided. It is up to you as to how you tie the ideas together. As you write, ask yourself, -Why is this mathematics task really important to implement in the classroom and what evidence can I use to be convincing implementing the task in the classroom is worthwhile?-
You are only required to select one mathematics task to explore in detail. You may choose two if you feel a task is not substantial enough to discuss in depth.
The mathematics task should be sourced from the required texts used in the subject, professional teacher articles, or educational websites.
You are not required to use headings or sections but you may find them useful to organise your ideas.
Write complete paragraphs, proper sentences, and edit your work to eliminate minor grammatical and typographical errors before submitting for assessment.
The word count is a maximum of 2400 words.
All headings are included in the word count.
The word count includes in-text citations.
The word count does not include the References.
Make sure the description of the mathematics task is sufficient to know how it would be implemented and what students would use, do or make..
An appendix is not necessary but may be included. If provided, the information provided in an appendix will not be used to determine the grade awarded.
Images may be inserted to illustrate what the mathematics task involves. Make sure you refer to images in the body of the text. You should not assume the reader will know what you want the image to convey.
There is no set number of references to use. You should use as many as are required to support the ideas and claims made and to acknowledge from where ideas were sourced.
Use the APA6 style guide to cite and reference sources of information.
The sequence of learning tasks may be organised in a table or included as dot points. Either way, the goals of the learning sequence should be discussed in the body of the text.
Avoid writing in first person.
You may write up one of the mathematics tasks presented during a tutorial for AT2 - either one you presented or one presented by another student.
Use the Mathematics Task Planner to organise your ideas, resources, and readings in preparation for writing the essay for AT2 the book name is
(Primary and Middle Years Mathematics: Teaching Developmentally)