Week 4

Discuss and reflect on how the working mathematically proficiencies integrate with use of an inquiry-based approach in mathematics education.

I remember that how I learned Mathematics was just by doing worksheets by myself. I just realised that there are more to be learned when it studied with others. I believe that the Working Mathematically proficiencies: communicating, problem solving, reasoning, understanding and fluency (NESA, 2012) are perfect to be the core in the graph as these are the main skills that students will use in daily activities. This will allow them to make meaningful connections with what the already know, build their capacity in determining what mathematics needs to be known and done, transfer their mathematical skills strategies across key learning areas, and explain mathematical ideas and workings (Pemberton, 2020).

It is essential that teachers must be knowledgeable to demonstrate inquiry-based approach.  Inquiry-based approach engages young learners to discover rules and procedures through investigating mathematics (Linder, Powers-Costello & Stegelin, 2011). “Pedagogical practices in early childhood mathematics education include the need for teachers to act as facilitators, asking open-ended questions and scaffolding for students as they work collaboratively to make sense of mathematics through meaningful tasks” (Hiebert et al. 1997; Baroody and Wilkins 1999, as cited by Linder et al., 2011).

Teachers may receive various response from students’ different perspectives if teachers steer away from the lower order knowledge-based questions which focus on recalling of facts (Daines, as cited by Way, 2011). Badham’s (1994, as cited by Way, 2011) Open-ended mathematical tasks – starter questions; questions to stimulate mathematical thinking; assessment questions; and final discussions may be used by educators in guiding children through investigations while their mathematical thinking are being stimulated and information about their knowledge and strategies are being gathered (Way, 2011).

I believe this approach will be beneficial if teachers are knowledgeable in choosing the straightforward language while also introducing mathematical terminologies. Chapman (997, as cited by Ellerton, Clements & Clarkson, 2000) claimed that as mathematics has interrelated dimensions of social context, culture and language, thus, she suggested that “language, in any or all of its forms, must contribute to both the interactional and thematic development of any mathematics lesson” (p.31).

References

Ellerton, N., Clements, M.A., & Clarkson, P.C. (2000). Language factors in mathematics teaching and learning. In K. Owens & J. Mousley (Eds.). In Research in mathematics education in Australasia 1996-1999, 29-96. Retrieved from https://www.researchgate.net/publication/310607835_EllertonN_ClementsMA_ClarksonPC_2000_Language_factors_in_mathematics_teaching_and_learning_In_KOwens_JMousley_Eds_Research_in_mathematics_education_in_Australasia_1996_-_1999_pp_29-96_Sydney_Mathemati

Linder, S. M., Powers-Costello, B., & Stegelin, D. (2011). Mathematics in early childhood: research-based rationale and practical strategies. Early Childhood Educational Journal 39, 29-37. https://link.springer.com/article/10.1007/s10643-010-0437-6

NSW Board of Studies or Education Standards Authority [NESA]. (2012). Guide to the new NSW syllabuses: kindergarten to year 6. Retrieved from Australian Catholic University LEO website: https://leo.acu.edu.au/mod/resource/view.php?id=2927145

Pemberton, M. (2020). EDFD262 lecture 4 [PowerPoint slide]. Retrieved from Australian Catholic University website LEO: https://leo.acu.edu.au/pluginfile.php/3973803/mod_resource/content/1/Lecture%20Week%204.pdf

Way, J. (2011). Using questioning to stimulate mathematical thinking. Retrieved from https://nrich.maths.org/2473