Pedagogy and Curriculum Primary - Essay Example

? Pedagogy and Curriculum Primary – Task PGDE) Mathematics plays an important role in the daily life of every human being, permitting human kind to understand the world and to cope with life’s challenges. Mathematical models are of great practical use in daily life since they aid people in the making of predictions that are based on mathematical calculations. Mathematics is helpful in offering skills which enable the interpretation, analysis, simplification and solution of problems. Mathematics is of particular significance in the technological and scientific fields. It additionally plays a significant role in study and development in varied subject matter such as finance, actuary, engineering and medicine (Donaldson, 2008). The study of mathematics is also of particular importance in the education curriculum as a whole. Mathematics offers learners with a chance to excel in other areas of interest in the curriculum. Since mathematics is wide and exciting, students of all ages, interests and capabilities. The study of mathematics enables the learner to develop skills of critical thought, analysis, problem solution, ingenuity and the capacity to think about theoretical concepts. Mathematics employs a system of numbers and symbols that permit for universal communication of ideas in a precise, explicit and accurate way. In order to be able to confront the challenges of a fast developing world, every person requires a thorough knowledge of mathematics (Donaldson, 2008). Mathematics provides learners with a myriad of skills which are necessary for work, living and education. A comprehension of the significance of mathematics in life is of utmost importance. This calls for the acknowledgement that Mathematics is elemental throughout a person’s life and as such it should be treated as such. Structure of the Mathematics Framework In the Mathematics structure there are proclamation of outcomes and experiences that are referred to as product and knowledge in the numeracy structure. These are an integral element of education in mathematics for young learners since they encompass a majority of the numeracy and analysis capacities that are of necessity if we are to function efficiently and productively in our daily lives. It is prerequisite for all teachers who are charged with the development of mathematical skills to familiarise themselves with the function of numeracy in mathematics and the methods that are used to develop numerical capacities in the wide variety of experiences for learners (The Scottish Government 2007). The experiences and outcomes in mathematics are segmented into three major sections; measure, number and money; movement, shape and position; and the analysis of information. The framework stresses the significance of mathematics at present and in future in the societal development and in its applicability in daily living. An elemental aspect of the mathematics framework involves developing algebraic thinking in young learners. This is informed by studies which conclude that an early introduction to algebraic thinking makes learners be more attuned to mathematical understanding and also results to learner confidence in tackling mathematical problems (The Scottish Government 2007). Experiences and outcomes will be invaluable in the practical aspects of teaching since they show how mathematics is used in real life situations such as gambling and probability. These experiences and outcomes will enable learners see the practicality of attaining mathematical skills for life decisions. Aspects of Effectual Teaching and Learning in the Mathematics Framework From the start of young people starting to learn, it is important that teachers make learners have success in mathematics. This should be done through developing their self-confidence so that they are able to accept risks, query, and be creative enough to investigate different methods devoid of the apprehension of being incorrect. Learners who are not afraid of being wrong will be able to explore and will enjoy the application of mathematical concepts in their comprehension and solution of mathematical problems, explanation of critical thought and the presentation of solutions in different means(The Scottish Government 2007). Throughout the learning process, learners will be encouraged to become imaginative and rational thinkers in their discussion of arithmetic notions through the use of cooperative education. Teachers on the other hand will make use of discussions and querying in an effective manner. A wrong understanding of concepts by learners will offer an opening to develop and advance comprehension of the said concepts. The strategy of employment of outcomes and experiences in education, motivates and challenge the young minds and thus doing foster the pleasure of mathematics. Teachers using this approach are thus able to employ a variety of approaches for teaching and learning such as; designed active learning which allows for study, investigation, exploration, carrying out tests, dialogue and expression; collaborative and independent learning; use of contextual experiences; establishing of links within the curriculum; developing of assessment principles in order to ensure that learners comprehend of the rationale and importance of education; and the development of capacities of problem solution and rational thought (Boyd 2007). The effectiveness of mathematics education is usually enhanced when teaching and learning take am practical approach. Progression in the Framework The learning and development of concepts in the mathematics class will require persistent revision and reinforcement if progress is to be maintained. It is the onus of the teacher to ensure that there is a strategy adopted that will enable the learners to develop and progress by offering them demanding circumstances in which they can apply their learned capacities. It is of utmost importance that contexts used should foster progression and chances in which curriculum wide learning is achieved in learners (Boyd 2007). Features of Assessment in the Framework Focus in the new framework will base mainly on learner ability to progressively use attained skills in a wide variety of contexts. Teachers will make progress evaluations of the learners concerning money, position and movement, number, and analysis of data. Learning will take place in a progressive manner from the junior to the senior years in which the learners will have to show progression in interpretation, analysing of data, solution of problems, the assessment of risk and the making of decisions from a mathematical perspective. Evidence of such skills will be demonstrated through cooperative and independent learning in observation, exploration, experimentation and investigation (Alba 2008). Strategies of assessment ought to be geared towards the identification of the proficiency of learners in the application of acquired skills. Progress will be measured through the application of mathematical concepts for instance; whether they like challenges like conundrums patterns and relations; whether they are able to use skills acquired form outcomes and experiences in practical application; Whether they are able to apply concepts which are relevant in particular situations as opposed to others; whether they are capable of analysing data in the making of mathematical decisions; and whether they are capable of solving mathematical problems within the set time (Alba, 2008). It is advisable that assessment be connected with other curriculum content inside and out of the classroom in order to provide learners with a chance for advancement and a expression of their knowledge of mathematical skills through application in social studies, science and technology, and business Connections in Mathematics and In the Curriculum There exist a lot of opportunities in which the teaching of mathematics may establish links within itself. The teaching of perimeter and area may entail relations, inference, patterns and an assortment of numbers. In instances of working with number processes, teacher will be able to nurture mental dexterity of learners. Teachers will have a chance to advance thought in algebra and symbols which is reminiscent of chances provided during the initial phase of emphasizing number bonds. There also exist many opportunities in which mathematics may be linked with other curriculum subject matter. Mathematical concepts such as proportion and pattern may prove useful in music or art. Aspects such as measure, time and money are common to the languages, technology, social studies among others (Donaldson, 2008). Challenges Facing Scotland Teachers With the coming into effect of the curriculum for excellence, Scottish primary school mathematics teachers have been faced with a number of challenges. Teachers have been used to the method of teaching mathematics by calling for memorization or mastery of concepts by learners. The curriculum for excellence now requires teacher to use using active, cooperative and independent learning processes in a way that would foster understanding as opposed to mastery and memorization. Due to the high expectations placed upon teachers to develop understanding, this may lead to under achievement since not all learners learn at the same speed (Donaldson, 2008). The main content areas of the curriculum will thus not be covered. The making of connections between the various areas of the curriculum also proves to be a challenge for the teachers in lesson planning in addition to using up too much time. The method of assessment of learners raises problems for the teachers. Since achievement is measured by the demonstration of skills attained in practical situations, teachers are faced with the problem of finding experiences which are relevant for all learners since learners are not homogenous. The method of learning also leads to problems of motivating learners since when learners only have short term goals they may tend to relax or lose hope after not attaining the mark in some of the tests (Donaldson, 2008). Teachers contend that the curriculum for excellence removes or makes schedules vague which will result to very little learning. A last challenge is that teachers who have little knowledge or experience in other areas of the curriculum will be required to incorporate this in the mathematics teaching which will be burdensome. References Alba, R. (2008). Curriculum for Excellence: Building the Curriculum 3: A Framework for Learning and Teaching. The Scottish Government. n pag. Retrieved from http://www.scotland.gov.uk/Publications/2008/06/06104407/0 Boyd, B. (2007) “A curriculum For Excellence” Overview of recent research-based literature for the curriculum review. University of Strathclyde. n pag. Retrieved from http://resourcebank.sitc.co.uk/resources/miscellaneous/ipapers/c21learning-and-teaching/bcbb_t534acurriculumforexcellence.pdf Donaldson, G. (2008). Making effective use of curriculum flexibility in primary schools. Inspectorate of Education. n pag. Retrieved from http://www.hmie.gov.uk/documents/publication/cfps.html The Scottish Government. (2007). skills for Scotland: A lifelong skills strategy. Blackwell. 1, 2-45. Retrieved from http://www.scotland.gov.uk/Resource/Doc/197204/0052752.pdf Read More