Effective Teaching and Learning of Geometry
Content area
Geometric reasoning
Mathematical content knowledge (MCK)
In this section, identify the key ideas and key understandings about Geometry; this must be focused on the concepts, ideas, that are specific to Geometry; elaborate on your understanding of those ideas and understandings using references to literature; in this section, you are proving that you understand the mathematics that you are required to teach for Geometry; treat this section like a glossary where you state and provide your own definitions of the important mathematical ideas associated with Geometry
Possible misconceptions
In this section, identify and elaborate on the possible misconceptions that children may form. about Geometry; inform. your writing here with references to appropriate mathematics education literature; you are demonstrating here an important aspect of teacher knowledge which is awareness of children’s misconceptions and how they form.
Mathematical pedagogical content knowledge (PCK)
In this section, identify and elaborate upon (using prescribed reading and other literature):
· specific teaching strategies/approaches for Geometry
· specific learning activities/tasks including their maths focus and purpose (what will students learn in terms of content and ways of working mathematically)
· specific concrete materials / technology use including their purpose in supporting the learning of Geometry and how students and teachers might use those “tools” in the mathematics classroom/learning space; you might state the purpose of those “tools” and how they help students learn Geometry ideas
· for more marks, you will also state the intended impact on children’s learning – if a teacher uses that teaching strategy/approach, learning activities/tasks, and concrete material, what will students learn
Identification and explanation of links to pedagogical and/or curriculum documentation
In this section, identify which aspects of the pedagogical documentation that is pertinent to your state, jurisdiction, or field (EC and/or Prim) that relate specifically to Geometry; explain very succinctly how you see the progression of learning (how the Geometry learning develops), along with any advice for teachers/educators when teaching Geometry if focusing on curriculum documentation; if focusing on the EYLF, you will look for links to the Learning Outcomes and elaborate how those outcomes and evidence of learning statements could be enacted by children.
Implications for future practice and actions about this content area
In this section, you will identify what you are committing yourself to do when you have your very own classroom/learning space when teaching Geometry; you will use literature as a means of justifying your decisions for your future practice; you could use this section for the information that you wanted to put into the PCK section, but you did not have the word count to do so
References
In this section, you will name the references that you have used to inform. your writing in this folio entry. Place the references in alphabetical order according to first author and only include those references that you use in the entry. Do not forget to include the hanging indent (check APA guides if you do not know what this is!)
This section is important as it documents the literature that you used to inform. your pedagogical reasoning which is a requirement for this assessment task.
Please note that a bibliography is not used in APA style. You include in the reference list the sources that you specifically cite in your entry.
Appendices
Include in here any appendices like task instructions or templates or other supplementary information (if appropriate)