# Assignment 1: Mathematical behaviours - Observe, analyse and interpret

```Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
Teaching period 1, 2019
EDU20002: Mathema!cs in Prac!ce
Assessment 1: Mathema!cal behaviours - Observe,
analyse and interpret
Word/time limit: 1200 (+/- 10%)
Weighting: 30%
Due date: 5pm AEST Monday 8 April 2019 (Week 5)
After you have read this information, head over to the Assignment 1 Q&A discussion board to ask any
Assignment overview
The purpose of this team assignment is for you to observe, identify and interpret the mathematical
content in children's natural behaviours.
Related learning outcomes
This assignment assesses the following unit learning outcomes:
1. Describe the difference between mathematics and numeracy in relation to teaching and
learning.
2. Apply an understanding of effective pedagogical approaches in supporting mathematics and
numeracy learning.
Assignment details
This assignment requires you to complete some sections individually, and others in a team. You
will be assessed individually:
1.
2.
3.
4.
5.
Source
Context
Observe
Analyse
Interpret
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
6. Peer review
Part A (Individual)
1. Source
Find a child to observe, aged between birth to lower primary (up to Grade 2).
You can do this in one of the following ways:
Using one of the clips from the Maths in Practice media library or
Finding a child you know and have permission to observe.
2. Context and activity (approx. 50 words)
Provide some context around the child you are observing, the Bishop's categories you observed
throughout and the purpose of this running record. Also include the date/time of observation, and
the age of the child you have observed.
3. Observe (approx. 300 words)
Make notes in the running record (template and example are included below) as you observe the
child.
Steps to follow:
Write down the observation notes in the running record as it is happening.
Aim to capture exactly what is being said, regardless whether it makes sense to you or not.
Record as many observations as you can.
You may want to include in your running record samples of the subject's drawings or photos of
constructions. These may be photographed or scanned and submitted underneath the relevant
observation. If you do choose to use samples, limit the illustrations/pictures to three.
4. Analyse (approx. 400 words)
You will need to do a thorough analysis of your running record. You are required to do the
following:
Identify which of the first four Bishop categories the child demonstrated (one action may cover
multiple categories).
Highlight the actions using the following colours:
Bishop categories and colours
Bishop category
colour
counting
green
measuring
blue
locating
pink
designing
yellow
Utilise the mathematical language from Chapter 7 of the eText, and highlight the key words
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
using red font. (You may also make further connections to the material covered in weeks 1 and
5. Interpret - What's next? (approx. 250 words)
child you have observed and what the next step in their learning journey would be. Throughout this
interpretation, you need to be able to compare and contrast numeracy and mathematics to show
your understanding of these concepts in terms of extending the teaching and learning for this child
in this area.
Part B (Team)
6. Peer review (approx. 200 words)
Form a team of 3-4 students and provide each other feedback on your running records. You will
then reflect on own work. To do this, you will need to fill in the Peer review form in the Supporting
resources.
Before you're ready to submit your essay, use the pre-submission checklist to ensure you've
covered all of the requirements for this essay.
Throughout your teaching journey, you will be required to use your relevant National and/or
State or Territory Curriculum. To help you build capability in this area, and to help further
prepare you for placements, here at Swinburne Online we allow you to choose whether you
would like to use the relevant National and/or State or Territory Curriculum in your
Assignments. For further information specific to your assignments for this specific unit,
Suppor!ng resources
The following resources will assist you with completing this assignment:
1. EDU20002 Running record template (DOC 53 KB).
2. EDU20002 Peer review form (DOC 52.7 KB).
3. The Study resources section has helpful guides on how to use your online classroom
(https://portal.swinburneonline.edu.au/study-resources) , including study skills and support,
reference lists (http://www.swinburne.edu.au/library/referencing/quick-guide/apa/) .
5. You will not need ethics clearance for this assessment; see the Swinburne Intranet
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
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The Teamwork (https://portal.swinburneonline.edu.au/study-resources) section of the Student
Portal will also provide you with additional resources to help support you when working in a team.
Please note, you will need to scroll down to the bottom of the page too locate
the teamwork section.
Submission details overview
This assignment will be submitted via Turnitin. You will find the relevant submission point below.
Please allow a 24-hour turnaround for an originality report to be generated. See the Turnitin
originality report (https://portal.swinburneonline.edu.au/study-resources/turnitin-originality-report0) area of Study Resources for several guides to assist with the submission process.
Assignment support
access the 24/7 draft writing service from Studiosity.
Assignment support: Studiosity.
Assignment criteria
1. Observe, identify and analyse early mathematical thinking, using Bishop's categories.
2. Consider, compare and contrast the observed early mathematical thinking, with clear
connections to mathematics and numeracy.
3. Communicate in an effective and suitable style for the intended audience.
Your work will be assessed using the following marking guide:
Assignment 1 marking guide
Criteria
No Pass
Pass
50-59%
Credit
60-69%
Distinction
70-79%
High
Distinction
80-100%
Observe,
Did not
Significant
Coverage of
Excellent
Extensive
identify and
analyse early
meet
criterion.
issues are
identified with
the topic is in
good depth
coverage of
the topic, with
subject
knowledge with
reasonable
understanding.
and detail is
accurate
accuracy in
detail showing
detailed insight
into and
throughout.
a good
understanding
mathematical
thinking,
using
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
Bishop's
categories
Development
of ideas is
Development
of ideas is
understanding
of early
of early
mathematical
(60%)
consistent with
appropriate
consistent
with good
mathematical
thinking.
thinking.
balance
between
balance
between
description
and analysis.
description
and analysis.
There is
skilled
comprehensive
critical analysis
integration of
theory and
is sustained
throughout the
The
relationship
The use of
theory and
practice.
Some original
observation.
between
theory and the
practice is
both evident.
or perceptive
interpretations
observation is
basic.
Challenging,
are
developed.
Consider,
compare and
Did not
meet
The
development
The student
demonstrates
Excellent use
Comprehensive
research and
contrast the
observed
criterion.
of discussion
demonstrates
independence
of thought
examples to
demonstrate
coverage of
topic
early
mathematical
appropriate
knowledge of
and is not just
relaying the
understanding
of what early
integrating
wide range of
thinking, with
clear
what early
mathematical
mathematical
behaviour is
perspectives
connections
to
thinking is.
Limited
and why it is
occurring. A
mathematical
behaviour.
mathematics
and
connections
numeracy
(30%)
mathematics
and numeracy.
There is very
good
identification
and
understanding
of key issues
mathematical
behaviour,
with
comparisons
between
maths and
numeracy.
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clear
understanding
is shown of
mathematics
and
numeracy,
these have
been included
in further
planning for
the child in
Mathematics
and numeracy
have been
compared and
contrasted, in
conjunction
with the
planning for the
child's learning
journey.
question.
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
Communicate
in an
Did not
meet
The mode of
communication
The work is
clearly
The work is
clearly
The work is
clearly
effective and
suitable style
criterion.
is generally
coherent.
expressed in
an
expressed.
Points are
expressed in
an appropriate
Expression is
appropriate
style.
clarity.
style.
Points are
Points are
Any works of
others has
clarity.
been cited in
APA style,
It is clear that
the literature
for the
intended
audience
(10%)
generally
clear.
Any works of
others have
clarity.
been cited,
although some
Any works of
others have
with only
minor errors
has been
consulted. The
errors in APA
may be
been cited,
although
Mathematical
use of APA
style is
present.
some errors
in APA may
Mathematical
and numerical
terms are
be present.
Mathematical
used, although
some errors
and numerical
terms are
are present.
used,
although
There are
many spelling
or grammatical
errors.
Peer review
form has been
completed and
submitted.
some errors
are present.
There are
some spelling
or
grammatical
errors.
and numerical
terms are
flawless.
used mostly
Mathematical
correctly.
and numerical
terms are used
There are
only minor
spelling or
grammatical
errors.
Peer review
form has
correctly at all
times.
There are no
spelling or
grammatical
errors.
been
completed
Peer review
form has been
and
completed and
submitted.
submitted.
Peer review
form has
been
completed
and
submitted.
Request for Assignment Extension
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
8/3/19, 12)41 pm
some other extraordinary cause or circumstance reasonably beyond your control. If you feel this is
the case and that you need an extension to support you to complete your Assignments, please
select the option below which you feel is most appropriate for your situation.
I need 48 Hrs Extension
I need more than 48 Hrs
Assessment declara!on
All students must agree to the following declaration when submitting assignment items.
Declaration and Statement of Authorship
1. I have not impersonated, or allowed myself to be impersonated by any person for the purposes of
this assignment.
2. This assignment is my/our original work and no part of it has been copied from any other source
except where due acknowledgement is made.
3. No part of this assignment has been written for me by any other person except where such
collaboration has been authorised by the lecturer/teacher concerned.
4. I have not previously submitted this work for this or any other course/unit.
5. I give permission for my assignment response to be reproduced, communicated, compared and
archived for plagiarism detection, benchmarking or educational purposes.
I understand that:
Plagiarism is the presentation of another person's work as though it is your own. It is a form of
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Plagiarised material may be drawn from published and unpublished written documents,
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ideological frameworks gained through working with another person or in a group.
Plagiarised material can be drawn from, and presented in, written, graphic and visual form,
including electronic data and oral presentations. Plagiarism occurs when the origin of the material
used is not appropriately cited.
I agree and acknowledge that:
1. I have read and understood the Declaration and Statement of Authorship above.
2. I accept that use of my Swinburne account to electronically submit this assignment constitutes my
agreement to the Declaration and Statement of Authorship.
3. If I do not agree to the Declaration and Statement of Authorship in this context, the assessment
outcome may not be valid for assessment purposes and may not be included in my aggregate
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Assignment 1: Mathematical behaviours - Observe, analyse and interpret
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score for this unit.
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multiple assignments without permission from the Unit Coordinator.
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