Evidence Piece 2: Mathematics Unit

The Mathematics Unit, Shapes in My Environment, was developed to teach Stage One
students the geometry of shapes and the measuring of shapes (Year 2). It was made to be
used in conjunction with an Inquiry unit, How we Organise Spaces. The key features of this
piece of evidence are the teaching strategies implemented to meet the needs of Australian
and Torres Strait Islander people, as well as, the incorporation of technology to provide
students with another avenue to share their learning. The 8 ways of learning was used to
assist my understanding in being responsive to the cultural setting of learning for Aboriginal
and Torres Strait Islander students.

Standards Achieved: 1.3, 1.4, 2.4, 2.5, 2.6, 3.4, 5.1

Standard 1:
The Mathematics Unit aims to meet the needs of students from all backgrounds. The
program incorporates a combination of written, verbal and hands-on activities to ensure
students of all linguistic backgrounds are able to access the learning experience and
demonstrate their learning (1.3). Additionally, Shapes In My Environment, respects people of
all cultural backgrounds, including Aboriginal and Torres Strait Islander people as the
students learn about the significance of shapes and symbols in many Indigenous Australian
cultures (1.4). As per the 8 ways of learning, the students investigated and explored maps,
symbols and artworks used by Indigenous Australians, not only to create an environment
that supports students with diverse backgrounds, but to teach all students of the histories
and culture of Aboriginal and Torres Strait Islander people (1.3, 1.4)

Standard 2:
The learning experiences within the unit aim to not merely teach Aboriginal art, but to
engage students in exploring and understanding the complexities of Aboriginal culture and
the role that shapes and symbols play throughout their culture. By providing students with
stories and art of Aboriginal and Torres Strait Islander people, the students are better
understanding the significance of Aboriginal and Torres Strait Islander people, culture and
country. To engage the students in the process of reconciliation, the student made their own
map following a Dreamtime story using various 2D shapes and symbols used by Aboriginal
and Torres Strait Islander people (2.4).
The Mathematics unit of work links to a range of outcomes from the Australian Curriculum,
particularly for Mathematics. The students build their understanding of numeracy through
the activities that promote students to explore the number of edges and vertices in 2D
shapes (2.5). Furthermore, the unit of work lists various numeracy warm-up activities that
are designed to build number fluency and understanding.
Shapes In My Environment, uses ICT to build students’ technology skills, while providing a
way for students to create shapes using digital technologies, as per the Australian
Curriculum, ‘Describe and draw two-dimensional shapes, with and without digital
technologies (ACMMG042)’ (2.6). It is used to modify the task to assist students with fine-
motor difficulties to participate and create artwork that is respective of Aboriginal and
Torres Strait Islander histories.

Standard 3:
To ensure all students in my class are meeting the outcomes of the Australian Curriculum, I
selected ICT resources that provided all students with the ability to access the learning
experience (3.4). The features of the ICT application used allows the students to create a
series of small dots with the drag of a finger, as opposed to physically creating each
individual dot. This ensured the students in my class with low fine-motor function were able
to engage in the learning process.

Standard 5:
Making objective, consistent and comparable judgements upon students’ work is necessary
to ensure each student’s success is being measured equally. To provide myself and my
colleagues with a structure to make consistent judgements, I created a marking rubric for
the program (5.1). The marking rubric contains the levels: below, working at and above for
three different learning outcomes. To assist with consistency, I attempted to make objective
differences to distinguish each level of success.

Reflection:
The Mathematics Unit was an engaging program that allowed students of all backgrounds
and abilities to access the learning experiences. The student assessment data demonstrated
a strong understanding from the majority of students, who were able to draw 2D shapes,
identify their features and compare 2D based on their area. The data gathered from
students when finding and comparing the area of 2D shapes was used to inform the
proceeding mathematics unit which focuses on multiplication and division.
The students were thoroughly engaged and interested when learning about Aboriginal and
Torres Strait Islander histories and cultures. To continue building students’ understanding
and curiosity for different cultures, I am working on incorporating the diversity of different
cultures into future learning programs.