Essay Problem Solving Reflexions Of A Mathematical Learner – Australia.

Unit Title :  Problem Solving Reflexions Of A Mathematical Learner
Assignment Type : Essay
Word Count : 1600 words
1.Critically reflect on your own memories of being a mathematical learner. What beliefs, attitudes and emotions do you have about mathematics. What experiences have you had? How do you remember learning? Connect this discussion back to theories about mathematical acquisition and learning. Please
refer chapter 3 matematic book attached AND use my experience.(ABOVE) you are more than welcome to change the wording but not the idea.
Essay  Problem Solving Reflexions Of A Mathematical Learner – Australia.

Essay Problem Solving Reflexions Of A Mathematical Learner - Australia.

A lot of the time when we hear the term “problem-solving”, our first though is school mathematical exercises, and if we apply that concept to our lives, we associate “problem-solving” with a serie of complicated events in our lives that we were able to resolve most of the times.

Problem-solving is an essential skill for everyone in the everyday life, and is not something that is adquired in the adulthood , since children we face different situations that required our logical thinking, and this skill is build since our childhood.

From my earliest memories, mathematics was always a strong point. My father cultivated mathematics as something so important and funny that my sister and I loved doing maths in our early years. Easy exercises like doing groceries were the most exciting plan. If we had the correct shopping price, we could pick up whatever we wanted from the shop, and of course, my sister and I were delighted with this treat. Over the years, he continued teaching us the importance of mathematics and how can we use numbers for everything in our lives, from knowing the buses timetable and how much time do we have to wait, even sharing was mathematically introduced to us, I will never forget how much my sister take advantage of my poor knowledge about fractions, she always got the most significant pieces of cake, which encourage me to learn faster. By the age of 5, I already knew how to add, subtract, multiplicate and I was learning to divide. Connect with brofenbrenner

Unfortunately, maths in year one (primary school) felt horrible. Everything needed to be learned by memory. So if I answer using a different process, it does not matter if my answer was correct; my teacher used to fail my homework. Situation that frustrated me profoundly, produced me stress and unnecessary anxiety. Connect with Piaget

Essay Problem Solving Reflexions Of A Mathematical Learner – Australia.

Essay Problem Solving Reflexions Of A Mathematical Learner - Australia.

On my second year my parents aware and concern for that situation, solicitate to the principal to speak with my teacher and from there everything went way better.

PART B:
1. Identify and discuss how these beliefs, attitudes, and emotions impact in your teaching of mathematics in early childhood contexts. Why is it important to reflect on these beliefs? Relate this with the learning outcomes

PART C:
Identify and discuss how you going to build your content knowledge about mathematics.Name some activities and give some examples Identify professional organisations and/or professional development opportunities that would be beneficial.

Essay Problem Solving Reflexions Of A Mathematical Learner – Australia.

Essay Problem Solving Reflexions Of A Mathematical Learner - Australia.

RATING
1. Use of Academic Conventions – Presentation, Structure & Academic Language: Outstanding organisation, presentation, structure and following of assessment requirements. Academic writing and language use are outstanding with minor grammatical, spelling, word choice,syntax errors.
2. Use of Academic Conventions – Resources and Research: Evidence of in-depth research, reading, analysis, original and creative thought is demonstrated.
3. Use of Academic Conventions – Referencing Protocols: Outstanding use of academic referencing system with minor in-text and no reference list errors.
4. Content Knowledge Application and Synthesis of Knowledge – Part A: Outstanding critical reflection of personal memories of being a mathematical learner and connection to theories about mathematical acquisition and learning.
5. Content Knowledge Application and Synthesis of Knowledge – Part B: Outstanding identification and discussion on how personal beliefs, attitudes and emotions impact one’s own teaching of mathematics in early childhood contexts.
6. Content Knowledge Application and Synthesis of Knowledge – Part C.i: Outstanding identification and discussion on proposed personal approach to building content knowledge and understanding of mathematics in early childhood education.
7. This criterion is linked to a Learning Outcome Content Knowledge Application and Synthesis of Knowledge – Part C.ii: Outstanding identification of professional organisations and/or professional development opportunities that would be beneficial to developing understanding of mathematics in early childhood education.

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