- Part A: PowerPoint *4 pages
Scenario: During the Covid-19 period, teachers had to use distance learning to engage their students. You are an upper primary mathematics teacher who are going to design a 10 minute video in which you are going to guide your students through an investigation into mathematics applied in another Key Learning Area (KLA). NB: The students can watch the video at any time, so you are not obtaining their responses during the video presentation, but it is important to present the video in an engaging way and allow time for them (during the 10 minute time frame of the video) to complete the investigation before you give feedback. Investigation means that it is a problem that is solved. The term “authentic application of mathematics” is used below: this means that you should present a problem that is applicable to real life, and which shows how mathematics is used to solve this real-life problem which is stated within the context of another learning area, like Science or Geogaphy or Creative Arts etc.
You are required to present an integrated, challenging Stage 3 Stage 3 (Year 5 and Year 6, Age:9 to 10 years old) video investigation for one curriculum area (Key learning area)
(Key learning area) other than mathematics (e.g., Creative Arts, English, Human Society and Its Environment (HSIE), Personal Development, Science and Technology Health and Physical Education (PDHPE), and Science and Technology)(please choose one area and see relate Key Learning Areas (KLAs) PDF documents in the provide uploaded documents and link to the mathematics syllabus -stage3)
When you go to mathematics syllabus (see provide document): find stage3 Page 208- 281, and find relative strands (such as NUMBER AND ALGEBRA, MEASUREMENT AND GEOMETRY, STATISTICS AND PROBABILITY) to your topic and questions that you choose. The investigation will incorporate the authentic application of mathematics. The mathematics needs to include, but is not limited to the topics covered in this unit.
Roughly, I would suggest the following: 0 to 2 min: Introduction and explaining what the investigation is about, and presenting the problem/investigation to the class. 2 min to 7 min: Using questioning techniques to engage the students and guide them to complete the investigation. 7 min - 10 min: Providing feedback to the students; giving the correct answers, discussing common mistakes that you know they would have made, asking the students to write down anything they have learned from this investigation and ask them to let you know via email if any aspect is still unclear. These time allocations are just a suggestion, depending on the investigation you can adjust it.
The following features need to be incorporated into the presentation:
• An original and creative investigation/mathematic questions suitable for a curriculum area other than mathematics.
• Choose one provide NESA Key learning area link to mathematics concepts and Create 1 relate questions( Explore）for stage3 students. The questions should be interesting with different strategies to work out in the short time for students.
• Provide the syllabus and learning outcomes and the stage（staeg3） for the other curriculum area and mathematics. Also identify the mathematics Working Mathematically component. (Working Mathematically encompasses five interrelated components; please see uploaded the “NSW syllabus for the Australian curriculum” Page 36-37)
• Each questions need to Open-ended with many possible strategies, solutions and promotes higher order thinking to your questions. There may be several parts to the investigation. Utilise charts, pictures, technology and other interesting strategies to engage students.
• Allow time for students to fully engage with the investigation. Use questioning to guide students’ thinking instead of you instructing or stating the answer. You are presenting this to an imagined audience (your imagined primary school students) that will watch the video later, but you need to engage them for 10 minutes by using questioning techniques and allowing time for them to complete your questions. Make use of questioning techniques, for example, stating the overall problem but then guiding them through the investigation by continually providing hints and guiding questions that will assist them in finding the solution.
• Ensure that enough time is allowed for discussing the correct solution to the problem.
• A useful resource sheet is posted in the video. Any information necessary to conduct the investigation should be provided to the students in the video, for example, a map of the world, or a table with distances etc.
• Suitable for university students. Although the work is presented to primary students based on primary content, the level of the investigation would be similar to the level of problems what the students complete in their tutorials.
• To be completed within a maximum of 10 minutes time frame. Ensure that your overview
(explanation of the investigation to the students) is brief, yet provides a clear context. Penalties for overly long or short (± 2 minutes) presentations will occur.
(Please see the first rubric in Appendix 1 “Investigation and video presentation
“and make sure you have achieve every outcomes)
- Part B: Personal Reflection *2 pages
(400 words for the reflection and the rest 150 words please provide to ppt part “A useful resource sheet” or somewhere that you need to be add for.)
You need to submit a [maximum] 400 word written reflection that describes how you benefited mathematically from working on this investigation and video presentation. Reflect on your:
a) Developing understanding of the importance of mathematics beyond the classroom.
b) Understanding of mathematical concepts (please relate to the NSW syllabus for the Australian curriculum).
c) Personal growth as a teacher.
(Please see the second rubric in Appendix 1 “Personal Reflection”)
Useful website:
- https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics
- https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/years/stage-3
Sample Solution