2Dshapes - Introduction to Different Triangles - Science & Maths Assignment Help

Assignment Task

Introduction
The purpose of this paper is to critically analyse the lesson scenario with respect to the NSW Mathematics K-6 Syllabus and examine the mathematical thinking and processes identified in the lesson. The paper will discuss the pedagogies, use of resources, and learning theories that are evident in the lesson scenario.
Further, an alternate lesson is proposed for the Stage 3 Year 6 class on equivalent fractions. The alternative lesson will be supported with a justification that addresses the suggestions identified in the critical analysis of the lesson scenario and reflects best practice.

Critical Analysis
The lesson scenario incorporates key working mathematically processes and outcomes in the introductory, main, and closure activity. The outcomes evident in the lesson are MA3-2WM selects and applies appropriate problem-solving strategies, as students are asked to find the equivalent fractions of ½, ¾, and six-eighths (NSW Education Standards Authority (NESA), 2019). Also, outcome MA3-6NA and MA3-7NA as students select and apply strategies for multiplication or division for calculating with fractions (NESA, 2019). In the introductory activity, as the teacher emphasises speed and accuracy, the link to syllabus content descriptors are that students develop efficient mental strategies to generate equivalent fractions by multiplying or dividing the numerator and denominator by the same number, as well as the ability to quickly multiply or divide whole numbers (NESA, 2019).
In the main activity of the lesson, content descriptors reflected by some students include finding equivalent fractions using diagrams and recording equivalent fractions using numerals (NESA, 2019).
Some students were able to explain or demonstrate their strategy in finding the equivalent fraction for ¾, which links to the syllabus of communicating and reasoning (NESA, 2019).
Although the lesson scenario embeds core syllabus outcomes, the teacher’s delivery of the class reflects limitations in acquiring knowledge, skills, building positive attitudes, and self-motivation for learning mathematics (NESA, 2019). According to the NSW Mathematics K-6 Syllabus, the rationale for mathematics education states that students are to develop positive dispositions for mathematics and become self-motivators that inquire and actively participate in challenging mathematical experiences (NESA, 2019).
The teacher’s introductory and main activity lacks student engagement as the lesson does not stimulate or encourage exploration of a mathematical challenge. For example, the teacher asks the students what is equivalent to ½ or ¾ such closed-ended questions do not allow students to explore or engage in higher-order thinking (Gervasoni, 2000). Therefore, the teacher’s initial question of what is equivalent to ½ can be asked in a more open-ended way for creative responses, such as how can we show the equivalent fraction of ½ other than using numerals? As Bruner highlights, mathematics learning is in the discovery where students trial the process to solve questions rather than focusing on correct answers (Bruner, 2007). Bruner’s statement is an important aspect of developing positive dispositions for mathematics learning, as the teacher in the scenario acknowledges speed and accuracy while ignoring incorrect answers (Bruner, 2007).

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