EDMA262 Assessment Task 1

Name: Charlotte Wearne

Student number: S00118768

The contemporary mathematics classroom in

primary school settings
Introduction
Mathematics is vital for ones development as it is used frequently in everyday
life, and teaches logic and order. Children begin to learn about concepts such as
money in the early primary school grades, and in later grades learn skills such as
calculating fractions and percentages. People require these abilities in order to do
basic independent tasks such as determining whether a discounted product is
selling for a good price, or to follow a recipe. Mathematics is a fundamental part of
teaching and as stated in Powerful Pedagogical Actions in Mathematics Education
by Gervasoni, Hunter, Bicknell and Sexton, there are some broad themes that help
contribute to a powerful contemporary mathematics classroom. These include
creating powerful mathematics learning environments, selecting tasks, models
and resources that promote deep learning and knowing and using pedagogical
content knowledge (Gervasoni, A., Hunter, B., Bicknell, B. & Sexton, M. 2012). In
the following paper, these three key themes will be summarised, followed by an
informed and insightful discussion of the findings from research about the
teaching and learning of measurement, and the implications for future classroom
practice.

Creating powerful mathematics learning environments

The first section of Powerful Pedagogical Actions in Mathematics Education
highlights and discusses the importance of powerful learning environments. It
examines the effect of culturally responsive classroom relationships and
establishes that student engagement escalates in environments where students
have opportunities to build positive relationships. Incorporating successful
scaffolding interactions is another important concept in this literature that leads
to creating powerful learning environments. When teachers scaffold students to
work in collaborative group situations their opportunities for interaction and

engagement in a range of key mathematical practices increases (Gervasoni et al,.

2012).
The notion of collaboration is stated in this section and how such group work can
result in more refined, improvised, mathematical performance. This then links to
engaging students in relevant curricula and providing students with teachers who
adapt their mathematical explanations to individual needs. Course content is
emphasised in this section as studies were taken in poor regions to improve
teaching mathematics. The results indicated that students wanted a more hands
on approach to learning, which resonated specifically with the views of effective
pedagogy for primary Aboriginal students in remote locations as well (Gervasoni
et al,. 2012). Engaging students in relevant curricula links strongly to Aboriginal
students because strategies such as; visualising and modeling, work so well for
students and families feel part of the education system when teaching
strategies are culturally appropriate (Gervasoni et al,. 2012).
The other key components of this section include literacy demands on maths and
promoting questioning and prompting. This section addresses the importance of
appreciating the need to incorporate home languages for Indigenous students. As
part of teaching maths, teachers must provide adequate time for students to
understand mathematical problems and encourage the use of representations
that are significant to students. In this section of the literature, the importance of
teachers scaffolding a diverse range of students to use specific questions and
prompts is relatively highlighted. This encouragement to use questions stimulates
students engagement in a range of important mathematical practices (Gervasoni
et al,. 2012).

Selecting tasks, models and resources that promote deep learning

The second key theme of this literature is about appropriate task selection that
promotes deep learning.

The authors point out how task selection is a critical

pedagogical action because it provides the context for learning and teaching.
Powerful pedagogical actions associated with rich tasks include associated
questioning and scaffolding practices, especially those related to appropriate
recording (Gervasoni et al,. 2012). Emphasised in this section is also the
significance of implementation of problem solving and the use of authentic tasks.
This segment of the literature confirms that selection of appropriate tasks is a key
feature of the problem-solving approach and as teachers become more confident,
the

tasks

become

open-ended

investigation and dialogue.

and

conducive

for

supporting

extended

Knowing and using pedagogical content knowledge

In this third section and final key theme of the paper, the authors examine
research outlining teachers knowledge of pedagogical actions, and their
understandings of mathematical knowledge, and how they use both to respond
to student reasoning, and how teachers use technology as a pedagogical tool
(Gervasoni et al,. 2012).
Gervasoni, Hunter, Bicknell and Sexton confirm that knowing what models and
explanations support learning, understanding typical student conceptions, and
recognising what makes a task simple or complex each contribute to pedagogical
content knowledge (PCK) (Gervasoni et al,. 2012). Gervasoni continued to discuss
multiple aspects that contribute to PCK such as interview-based assessment,
written tests and individual interviews and the significance of responding to
student reasoning (Gervasoni et al,. 2012).
The use of technology as a pedagogical tool is the last aspect that is discussed in
this final key theme. It is highlighted that teachers need to make sure that
technology is used in ways which maintain focus on the learning process and not
just

the

product

(Gervasoni

et

al,.

2012).

Insights from the field relating to the teaching and learning of

Measurement or Geometry
Measurement is one of the most useful mathematics content strands, as it is an
important component in everything from occupational tasks to life skills for the
mathematically literate citizen (Van de Walle, J., Karp, K., Bay-Williams, J. 2013).
There are many simple measurement concepts that apply to a variety of realworld contexts and applications such as recipes for a meal to the amount of
meters that make up a kilometer.
Measurement is to do with the size, length, or amount of something, which is
established by measuring. Developing an understanding of the mathematics of
measure should originate in childrens curiosity and everyday experiences
(Lehrer, R., Jaslow, L. & Curtis, C. 2003).
It is important for teachers to help students develop a conceptual understanding
of the measurement process and the tools involved in measurement (Post, T.
1992). Making comparisons is a concept of measurement that children in the

early grades will use (Van de Walle et al,. 2013). With a measure such as length, a
direct comparison can be made where one object can be laid out and then
matched alongside another.
As well as length, there are many other components to do with measurement.
These include estimation, area, perimeter, circumference, volume/capacity,
weight/mass, angles, time and money. Each of these mathematical concepts will
be taught and grasped throughout primary school and also continuing into
secondary school (Van de Walle et al,. 2013).
The measurement of length provides an opportunity to explore conceptual
foundations of measurement (Lehrer, R., Jaslow, L. & Curtis, C. 2003). Childrens
investigations of length can be found within everyday experiences, like walking,
and extended by linking them in with the design of utensils for measuring length.
Childrens explorations provide grounds for developing arithmetic understandings,
especially of fractions and of operations with fractions, such as multiplication and
division (Lehrer, R. 2003).

Implications for future practice

As a teacher, I believe it is fundamental that teachers establish positive
relationships where students feel comfortable and supported. The teacher is the
key in setting up an environment of trust that caters to individual needs.
Specifically, in creating a powerful mathematics environment, the teacher needs
to demonstrate a love for teaching of mathematical concepts and ideas, and
needs to create a mathematically stimulating and engaging environment.
In future practice, as the teacher, I appreciate the importance of knowing the
content of what I would teach, in this case, measurement. As well as the content,
understanding the pedagogy and including appropriate processes and practices
so I am able to successfully and confidently teach about measurement, according
to the students level of understanding.
As a teacher, I understand that I need to be well prepared and planned to ensure
that the concept of measurement is taught using the appropriate resources and
learning experiences to promote meaningful understanding. I also understand
that I need to appreciate the importance of the process of scaffolding as it enables
children to understand through sequential instruction and deep and rich learning
experiences.

Conclusion
Pedagogical actions that create a positive setting and community that engages
all, will motivate all, and enable students to learn mathematics successfully. It is
vital for school communities and teachers to provide high quality learning
environments that cater for individual needs, in this case, specifically a powerful
mathematics

learning

environment.

Fundamental

to

the

environment

is

appropriate task and resource selection by the teachers, as well as being able to
show appreciation for the importance of having accurate content knowledge.

Word count:
1579

Reference list
Gervasoni, A., Hunter, R., Bicknell, B., & Sexton, M. (2012). Powerful
pedagogical actions in mathematics education. In B. Perry, T.
Lowrie, T. Logan, A. MacDonald & J. Greenless (Eds.), Research in
Mathematics Education in Australasia 20082011 (pp. 193-218).
Retrieved from http://link.springer.com/chapter/10.1007/978-946091-970-1_10
Lehrer, R. (2003). Developing understanding of measurement. In J.
Kilpatrick, W. G. Martin, & D. E. Schifter (Eds.), A research
companion to principles and standards for school mathematics.
(pp.179-192). Reston, VA: National Council of Teachers of
Mathematics.

Lehrer, R., Jaslow, L. & Curtis, C. (2003) Learning and Teaching

Measurement. Developing an Understanding of Measurement in
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Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M (2013). Elementary
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