Part B:
During the children’s early years, they learn that mathematics helps people making sense of their environments through play, investigations, real-life situations, and focused learning experiences. Children come to school with different experiences about mathematics (Anghileri, 2006; Yelland, Butler, & Diezmann, 1999). Many children enjoy singing number names, identifying how big objects and people are, labelling shapes, and using their developing mathematical understandings to think and reason (Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, & Bennett, 2012; Australian Association of Mathematics Teachers, 1997).
In the education system there is a framework describing the children’s mathematical development and expected levels …show more content…
Using the ICT is considered to be an effective and interesting approach that can encourage the students’ to explore quantities and their representations, movement, direction, order, sequence and pattern.
Both the Early Years Learning Framework and the Australian curriculum emphasise the importance of children’s learning and note some specific outcomes for mathematics learning. Each document represents a different focus on a specific part of learning. The EYLF reflects a holistic approach to the children’s learning and development, embedded within play- based environments, and has broad learning outcomes. While the Australian Curriculum focused on the content and the proficiency strands, with descriptions and elaborations (Perry, Dockett & Harley, n.d.).
One of the most relevant EYLF outcomes is Outcome 4: Children are confident and involved learners - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity; and Children develop range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (DEEWR, 2014)
During the children’s early years, they learn that mathematics helps people making sense of their environments through play, investigations, real-life situations, and focused learning experiences. Children come to school with different experiences about mathematics (Anghileri, 2006; Yelland, Butler, & Diezmann, 1999). Many children enjoy singing number names, identifying how big objects and people are, labelling shapes, and using their developing mathematical understandings to think and reason (Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, & Bennett, 2012; Australian Association of Mathematics Teachers, 1997).
In the education system there is a framework describing the children’s mathematical development and expected levels …show more content…
Using the ICT is considered to be an effective and interesting approach that can encourage the students’ to explore quantities and their representations, movement, direction, order, sequence and pattern.
Both the Early Years Learning Framework and the Australian curriculum emphasise the importance of children’s learning and note some specific outcomes for mathematics learning. Each document represents a different focus on a specific part of learning. The EYLF reflects a holistic approach to the children’s learning and development, embedded within play- based environments, and has broad learning outcomes. While the Australian Curriculum focused on the content and the proficiency strands, with descriptions and elaborations (Perry, Dockett & Harley, n.d.).
One of the most relevant EYLF outcomes is Outcome 4: Children are confident and involved learners - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity; and Children develop range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (DEEWR, 2014)