The questions around the Australian Curriculum Strand Numbers and Algebra in the EYMCT demonstrated that I have both strengths and weaknesses. My strengths lie in the fact I was able to confidently tackle the questions related to the sub stand numbers and place value, pattern and algebra in the strand Number and Algebra. I understood the mathematical terminology of factors and pattern as required in the questions, “What are the common factors…?” which are numbers that equally divide into the given numbers and the pattern question, “How can pattern be mathematically described?”, I understood what skip counting by two, add two and the meaning of even numbers. Papic, Mulligan and Mitchelmore (2011, p. 239) reiterate that patterns are regular repetition
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Under the sub strand unit of measuring, on the question related to “Which unit is the best use to measure…?” I relied on my prior knowledge of appropriate measuring units to various distances and lengths for various surfaces and objects. As well as the question related to the sub strand related to shapes. I was able to answer both geometry related question “What if the definition of a tetrahedron and a square and identify shapes of six faces?” Again, I was able to draw upon my prior knowledge of understanding shapes and the terminologies regarding shapes and solid three-dimensional figures. Booker, Bond, Sparrow and Swan (2014, pp.349-450) emphasised that teaching shapes are just not having children recognising and naming shapes, it is also to create awareness of the definition and properties of shapes and if the shape changes in some ways, can a shape be co-identified, such as a square is also a parallelogram, a quadrilateral and rectangle, which provide a gateway for children in their future studies in advance geometry. In supporting to my Knowledge of Content and Teaching (KCT) as an educator, it is important to possess an in-depth knowledge of the mathematical content of Measurement and Geometry, and use appropriate resources to demonstrate the content (Hurrell, 2013, p. 58). Buturo and Nason (as cited in
Under the sub strand unit of measuring, on the question related to “Which unit is the best use to measure…?” I relied on my prior knowledge of appropriate measuring units to various distances and lengths for various surfaces and objects. As well as the question related to the sub strand related to shapes. I was able to answer both geometry related question “What if the definition of a tetrahedron and a square and identify shapes of six faces?” Again, I was able to draw upon my prior knowledge of understanding shapes and the terminologies regarding shapes and solid three-dimensional figures. Booker, Bond, Sparrow and Swan (2014, pp.349-450) emphasised that teaching shapes are just not having children recognising and naming shapes, it is also to create awareness of the definition and properties of shapes and if the shape changes in some ways, can a shape be co-identified, such as a square is also a parallelogram, a quadrilateral and rectangle, which provide a gateway for children in their future studies in advance geometry. In supporting to my Knowledge of Content and Teaching (KCT) as an educator, it is important to possess an in-depth knowledge of the mathematical content of Measurement and Geometry, and use appropriate resources to demonstrate the content (Hurrell, 2013, p. 58). Buturo and Nason (as cited in