Three Concepts in the Learning Environment - Essay Example

Mathematics trail Implementation guide The will arrive at Sydney Aquarium at approximately 10am. From 10am to 10:30am the roll will be marked, students will then be divided into groups of 5 and a parent helper allocated to them. A leader from each team is to be chosen by the teacher. The leader is to pick a number from a hat that the teacher provides; the chosen number represents the group and the number trail will be continuous. For example, group 8 is to start at trail 8, move to 9 and proceed until all trails are completed. Additionally, each student in the group will be given a role, hence, other than the leader; the teacher is to choose the following; a resource provider, a time keeper, a guide who will be responsible for the map, and someone responsible to noting answers. During the half hour students are given a map, colouring pencils, a timer, pencils, camera, clip boards, measuring tape and a copy of the mathematics trail in order to successfully complete the trail. The camera is provided to help student take photos of the trail to finish at school should they not have time to do so. The students are expected to do at least four trails between 10:30 to 11:30am, spending ten minutes on each trail. Extra time has however, been given for students to get from one trail to the next and to the lunch spot. Lunch will be served at the ‘claws’ seating section between 11:30am and 12pm. Beginning 12-12:15pm, the students will have time to reflect and any questions will be answered allowing them to hear about their peers experiences so far. The trails continue after that to 1:15pm after which they are to meet the teacher at the lunch spot and have a 15 minutes break. The period between 1:30 to 1:45pm will be for students to reflect on their findings and how they completed their task. The class is to leave at 1:45pm to get to school in time. Justification A mathematical trail is created in order to encourage, engage and guide students into the world of mathematics where problem solving is the foundation. The Sydney aquarium was chosen as it creates a safe learning atmosphere and engages the students as it relates to their everyday life. Through research, it’s evident that there is a link between mathematics education literature and the mathematics trail. According to Booker et al (2010), through a mathematical trail, required materials essential in teaching mathematics are incorporated. For instance in trail 3, it students to use a measuring tape to measure the distance and through this they are allowed to get first-hand experience in solving a trail. Gervasone (2000) mentions that problem solving, allows children to think more creative, and encourages in-depth thinking. This in effect, enables them to relate mathematics to everyday situations. On this basis, mathematical trails have been designed to provide students with problem solving questions as a result, enhancing their thinking skills. Their communication skills are equally improved as students are required to discuss the results prompting them to discuss mathematics among themselves. Furthermore, research shows that activities organised outside the classroom contribute to the children’s learning, emotional, social and personal development significantly (English et al, 2010). Completed outside the classroom, maths trail serves this objective in the most appropriate way. From the aquarium mathematics trail, the students will be able to develop beyond their mathematical skills. The mathematics trail is a good idea as it requires children to work in groups, and solve mathematical questions that are related to their everyday life. It allows students to explore the use of mathematics in everyday life. A maths trails also allows students to record, analyse, collect and measure data as well while covering the mathematics syllabus in addition to being physically involved (Richardson, 2004). Subsequently, through group work, students exchange ideas and learn from one another. According to the Quality teaching Framework (2010), including students in such activities serve o benefit all the children as they learn from each other. This is seen in the trail as all students are involved by being given diverse roles role such as timer, resource manager, map holder, leader, and a secretary. The trail will support students’ learning and engagement with mathematics. In the ‘Standards for Excellence’, 3.1 the learning environment, it is mentioned; “excellent teachers of mathematics establish an environment that maximises students’ learning opportunities (AAMT, 2006)”. Thus, according to that quote it’ clear students need an environment that optimises their opportunities in learning; the aquarium accomplishes and supports the standard for excellence as it is a safe environment fit for learning mathematics. The 3.3 standard on the other hand indicate that students’ thinking should be challenged by engaging them in unique activities (AAMT, 2006); something the trail aims to achieve. All the eight trails are challenging the students’ thinking while questions to the students test their comprehension of the practicality. Students learning and engagement in mathematics is therefore, fully supported. Benefits of the trail There are many benefits from designing a mathematics trail. Some of these benefits are that it allows students to work as a team, relate everyday events to mathematics and involve tangible learning experiences by creating an atmosphere where students can explore (Richardson, 2004). Therefore, according to Richardson, this sense of exploration leads to mathematical ideas from the trail being exchanged. Most significantly, through the trail students learn that mathematics is useful in our everyday lives in multiple ways outside the classroom environment. Integration/discussion This mathematical trail can therefore be integrated with other Key Learning Areas (KLA’s) that include Science and Technology, and Creative Arts and English. Through an excursion to the aquarium, the students will discover a number of Australian aquatic animals as a result; their learning will be enhanced as numerous KLA’s will expand their learning and ability to comprehend. The English KLA can be easily integrated as the students write down their experiences during the maths trail, hence forming a story. This will allow them to enhance on their writing and grammar skills (DET, 2010). The Creative Arts KLA on the other hand can be integrated as the students are required to do an art work about one fish they saw at the aquarium. This will allow them to explore the characteristics of the aquatic animal. The Science and Technology are also integrated by placing students into groups and by giving them the task of researching and modelling the living environment of the aquatic animals on butchers paper or cardboard. Through such, students will be able to understand how the aquatic animals live and interact within their environment making all these activities useful after the mathematics trail. In conclusion, a mathematics trail does broaden a child’s math knowledge. In the Quality teaching Framework therefore, it is clear that the 3 concepts in which develop in the learning environment must include; intellectual learning, quality learning environment and significance (Board of Studies NSW, 2007). These three concepts are evident in the trail making the activity suitable in helping students achieve their full potential. References Board of Studies NSW.(2007). Mathematics k-6 syllabus. Sydney. NSW:Crown Booker, G., Bond, D., Sparrow, L., Swan, P. (2010). Teaching Primary Mathematics (4th ed.). Australia: Pearson English, L. D., Humble, S., & Barnes, V. E. (2010).Trailblazers.Teaching Children Mathematics, 16(7), 402-9.Retreieved March 5, 2013 from https://login.ezproxy.uws.edu.au/ Gervasone, A. (2000). Problem Solving enhances children’s numeracy learning. Australian Primary Mathematics Classroom, Retrieved March 1 2013, from https://login.ezproxy.uws.edu.au/ Quality teaching in NSW public schools coding scale overview (2010). Retrieved March 2, 2013, from the NSW Department of Education and Training (DET) website: http://www.curriculumsupport.education.nsw.gov.au Richardson, K.M. (2004). Designing math trails for the elementary school. Teaching Children Mathematics, 11(1), 8-14. Retrieved March 1, 2013, from https://login.ezproxy.uws.edu.au/ Standards for excellence in teaching mathematics in Australian schools (2006). Retrieved March4, 2013, from the Australian Association of Mathematics Teacher’s (AAMT) website: www.aamt.edu.au Read More