1b. Numeracy processes relevant to the student

1. To work out what numeracy processes children should be acquiring and mastering at particular stages of learning we will use the documents listed on the page called Numeracy in the Curriculum.

You will need to refer back to these pages as we work through this learning or use a print copy of the syllabus (or the links below).

On each document from the page above (or use the links below) consider how you will use it to find the processes that are appropriate for each age/developmental stage.

Pick one area, such as Measuring Time or Whole Numbers for each stage and see how the processes and learning change over time.

You might find out when the syllabus wants students to move from informal written strategies/methods to formal written strategies/methods (algorithms) for:

1. addition and subtraction

2. multiplication and division

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10/content

https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-numeracy-learning-progression/

If you are working in Queensland schools, you might use the following resources instead of those above

• http://education.qld.gov.au/literacyandnumeracy/at-school.html (Numeracy)

• https://www.qcaa.qld.edu.au/p-10/qld-curriculum/p-10-literacy-numeracy/indicators-monitoring-maps (Numeracy)

• https://www.qcaa.qld.edu.au/p-10/aciq/p-10-mathematics (Maths in Queensland schools)

3. How and when do we move students from using concrete materials to abstract ideas

1. Good concrete activity is good mental activity

2. Why Teach Mathematics with Manipulatives?

3. Manipulatives in the Primary Classroom

4. From Objects and Images to Mathematical Ideas

5. Concrete-to-Representational-to-Abstract (C-R-A) Instruction

6. Concrete - Representational - Abstract Sequence of Instruction

7. Refer back to the video of Rathmell's Triangle (page 1a)