4. Facilitate application of mathematics skills for numeracy (CHCEDS019)

What is an authentic task? Or turning maths activities into numeracy activities...

In general, an authentic task is one which:

• is purposeful and engaging

• models how people solve real problems in work and/or communities

• puts knowledge to work

• potentially demonstrates what students know and can do

• supports multiple representations and solution strategies

• offers opportunities for meaningful learning and higher order cognitive thinking

• results in some product, presentation or outcome as a result of the deliberations of the group and/or individual.

Purposeful and engaging

Students, teachers and the community should see some real value in working on the task – that is, they want to solve it and see that it is worth the time spent on it.

Models how people solve real problems

The task should involve meetings or other activities that involve negotiation, planning, action, reporting, evaluating and exploring of alternatives.

Puts knowledge to work

The task should draw on a range of knowledge, skills and strategies from different areas of the mathematics and school curriculum more generally as well as what is known about the local environment.

Demonstrates what students know and can do

All learners should be enabled to make a start or contribute in some way. However the task should also challenge most learners at some level.

Supports multiple representations and solution strategies

For example, diagrams, stories, graphs, tables, symbolic expressions, written arguments, explanations and/or justifications can demonstrate multiple options.

Offers opportunities for meaningful learning and higher order cognitive thinking

For example, the task should allow for:

• ‘aha’ moments

• the development of an extended range of problem solving strategies and/or skills

• the construction and evaluation of conjectures, rules and/or generalisations.

Results in some product, presentation or outcome

Ultimately, there should be something tangible that can be ‘pointed to’ as a result of the deliberations of the group and/or individual.

(Notes from Education Victoria Authentic Tasks Project) http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/authtasks.aspx

Research shows that when you make Maths fun, remove time anxiety and provide opportunities for group work, maths learning is increased.

Review some of the sites below which provide quality Maths activities for students. The author/s are named for each.

YouCubed Tasks - https://www.youcubed.org/tasks/

Stanford University

NRich Maths - enriching mathematics - https://nrich.maths.org/

https://nrich.maths.org/primary-lower

https://nrich.maths.org/primary-upper

https://nrich.maths.org/secondary-lower

University of Cambridge Millenium Maths Project

Illuminations - https://illuminations.nctm.org/

Lessons - https://illuminations.nctm.org/Lessons-Activities.aspx (now have to pay - Jenny find what is free)

Interactives, games and puzzles - https://illuminations.nctm.org/Games-Puzzles.aspx (now have to pay - Jenny find what is free)

US National Council of Teachers of Mathematics - NCTM

Created by Maths teachers and others interested in Maths education

Cool Math http://www.coolmath.com/

https://www.coolmath4kids.com/

http://www.coolmath-games.com/

Math Playground - http://www.mathplayground.com/

http://mentalmathematics.weebly.com/strategiesactivities.html

https://www.topmarks.co.uk/

Scootle Maths collection - https://www.scootle.edu.au/ec/curriculum?learningarea=%22Mathematics%22 - You must have registered to use this.

Australian Government and Departments of Education/School systems across Australia

http://topdrawer.aamt.edu.au/ - Australian Association of Mathematics Teachers