Learning stories
Order Description
Task
Part One:
Choose one child from your family gathering group. Observe this child’s mathematics learning, either during the family gathering activities or in the weeks following.
It is up to you when and how you observe the child. Present three learning stories which document three examples of the child’s mathematical learning over the chosen
time period. Each learning story should be approximately 500 words. Each learning story must include the following sections:
Description of the context and what happened;
Analysis of the mathematical learning which has occurred; and
Specific suggestions for follow-up activities, including advice to the family as to how they can support and extend the child’s learning at home.
You can use any formatting you like – you might like to consider using the learning story format utilised in your workplace so that your learning stories have a “real
world” use as well. You may wish to submit your learning stories as PDFs to preserve the formatting of the documents.
Part Two:
Write a 1000 word statement which describes how learning stories can be used for mathematics assessment and as stimulus for discussions with parents and children about
mathematics learning. Include examples of how you have used learning stories to document and communicate mathematics learning, either from the family gathering and/or
your wider practice. The statement is a personal piece of writing—about your experience—but you do need to back up your ideas with reference to the subject materials
and/or additional readings. Your statement should be presented as a Word document, and should be written in an academic manner, utilising appropriate references.
You will be provided with a Help with Assessment Item 2 resource during the session which will provide further guidance as to how to complete this task.
Rationale
The aim of this task is to document and analyse one child’s mathematical learning either during, or as a result of, the family gathering carried out for Assessment
Item 1. This documentation and analysis will assist you in recognising the potential of learning stories for assessing mathematics learning and discussing mathematics
learning with parents and children.
On successful completion of this assignment, students will:
Be able to articulate the influence of individuals’ beliefs and culture (including their own) upon attitudes towards mathematics;
Have developed effective communication strategies (written, oral, visual, interactive) for exploring and discussing with families in their setting the opportunities
for learning mathematics in everyday family contexts;
Demonstrate the ability to identify games, children’s literature and music which support children’s mathematical development;
Be able to use learning stories to document and communicate children’s mathematical learning; and
Be able to use effective communication strategies to mentor families in supporting their children’s mathematical development.
Marking criteria
ASSESSMENT CRITERIA
(50 marks)
High Distinction
(85-100%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(0-49%)
Understanding of how learning stories can be used to present analysis of a child’s mathematical learning
(25 marks)
Clear and detailed description of the context and what happened, giving specific examples of the child’s participation.
Detailed analysis of the mathematical learning which occurred, explaining how this was evident and using appropriate terminology.
Use of references to support interpretations, including consideration of Bishop’s mathematical activities.
Suggestions for follow-up activities are provided, and clearly build on the mathematical learning described.
Specific feedback and advice provided to parents, explaining how the learning might be extended and giving specific examples of activities which might be explored at
home to build on this learning.
Clear link between the analysis and the suggestions to parents.
Clear structure and appropriate formatting.
Clear description of the context and what happened, giving specific examples of the child’s participation.
Detailed analysis of the mathematical learning which occurred, explaining how this was evident.
Use of references to support interpretations, including consideration of Bishop’s mathematical activities.
Suggestions for follow-up activities are provided, and clearly build on the mathematical learning described.
Feedback and advice provided to parents, explaining how the learning might be extended and giving examples of activities which might be explored at home to build on
this learning.
Clear link between the analysis and the suggestions to parents.
Clear structure and appropriate formatting.
Clear description of the context and what happened, giving examples of the child’s participation.
Analysis of the mathematical learning which occurred, explaining how this was evident.
Use of references to support interpretations.
Suggestions for follow-up activities are provided.
Feedback and advice provided to parents, explaining how the learning might be extended and giving examples of activities which might be explored at home.
Clear structure and appropriate formatting.
Description of the context and what happened.
Analysis of the mathematical learning which occurred.
Suggestions for follow-up activities are provided.
Feedback and advice provided to parents, giving examples of activities which might be explored at home.
Learning stories have some structure, and formatting is appropriate.
Context and what happened is unclear.
AND/OR
Lack of analysis of mathematical learning.
AND/OR
Suggestions for follow-up activities are not provided.
AND/OR
Feedback and advice to parents is not provided.
AND/OR
No clear structure to learning stories, or inappropriate formatting.
Reflection upon the potential of learning stories for assessing mathematical learning and discussing mathematical learning with parents and children
(20 marks)
Detailed explanation of the learning stories approach generally, using references to support this explanation.
Discussion of how learning stories can be utilised as a form of mathematics assessment, using references to support the discussion.
Compare and contrast the learning stories approach to more traditional forms of mathematics assessment.
Explanation of how learning stories can be used to communicate with parents and children about mathematics, explaining the benefits of this for all parties.
Consideration of how the use of learning stories can promote positive attitudes towards mathematics for all parties.
Examples from the family gathering experience and/or wider practice are provided.
Explanation of the learning stories approach generally, using references to support this explanation.
Discussion of how learning stories can be utilised as a form of mathematics assessment, using references to support the discussion.
Consideration given to more traditional forms of mathematics assessment.
Explanation of how learning stories can be used to communicate with parents and children about mathematics.
Examples from the family gathering experience and/or wider practice are provided.
Explanation of the learning stories approach generally, using references to support this explanation.
Discussion of how learning stories can be utilised as a form of mathematics assessment, using references to support the discussion.
Explanation of how learning stories can be used to communicate with parents and children about mathematics.
Examples from the family gathering experience and/or wider practice are provided.
Explanation of the learning stories approach generally.
Discussion of how learning stories can be utilised as a form of mathematics assessment.
Explanation of how learning stories can be used to communicate with parents and children about mathematics.
Ideas are supported with reference to the subject materials.
Lack of explanation of the learning stories approach generally.
AND/OR
Lack of discussion of how learning stories can be utilised as a form of mathematics assessment.
AND/OR
Lack of explanation of how learning stories can be used to communicate with parents and children about mathematics.
Academic writing and APA-style referencing
(5 marks)
No errors in grammar, punctuation, and spelling.
No errors in APA-style referencing, both in-text and in the reference list.
Both the subject materials and additional sources are referenced.
Few errors in grammar, punctuation, and spelling.
Few errors in APA-style referencing, both in-text and in the reference list.
Both the subject materials and additional sources are referenced.
Consistent errors in grammar, punctuation, and spelling.
Consistent errors in APA-style referencing, both in-text and in the reference list.
The subject materials are referenced.
Frequent errors in grammar, punctuation, and spelling.
Frequent errors in APA-style referencing, both in-text and in the reference list.
The subject materials are referenced.
Standard of writing is unacceptable.
AND/OR
References are not used to support the ideas in the assignment.
AND/OR
Sources are not acknowledged.Help with Assessment Item 2
Assessment Item 2 has two components: 1) three learning stories; and 2) a written statement. This
“Help” document should helpfully assist you in getting your head around what is required in this
assessment task.
Part 1: Learning stories
The first component requires you to document the mathematics learning of one child who has
participated in your family gathering activities (from Assessment Item 1). You need to present three
learning stories which capture your chosen child’s learning, either during the family gathering or in
the weeks following.
There is no set format for the learning stories – you can present these however you like. For
example, you might like to use the format you use in your work place (and this would serve a dual
purpose – not only could these be used for your assessment item, but also for your documentation
at work!).
There are three things you must address in each of your learning stories:
1. Description of the context and what happened;
2. Analysis of the mathematical learning which has occurred; and
3. Specific suggestions for follow-up activities, including advice to the family as to how they
can support and extend the child’s learning at home.
(Note my bolding in the above text??)
You need to ensure you really focus on the mathematics learning which has taken place. TIP
NUMBER 1: Analyse the learning in relation to Bishop’s Mathematical Activities (and make sure you
reference these!). TIP NUMBER 2: The higher-level responses will really unpack the mathematics
learning which has taken place. For example, rather than just saying, “Tommy was counting the
blocks”, at the higher levels we will see you talking about the concepts involved in counting, for
example, “As Tommy counted the blocks, he demonstrated developing understandings of one-toone
correspondence, numeral names, and the stable order principle.” See the difference here? ?
Your EMC101 readings should help you in doing this, but you might also like to refer back to your
EMC305/EMS302 (depending on which one you did) subject readings for a refresher on
mathematical concepts. I can also recommend additional readings for you, if you need a hand.
Your learning stories can be solely written by you, or you could use input from the family and the
child themself. Similarly, any evidence/examples (i.e. photographs, worksamples) you utilise might
have been collected by you personally, or they might have been provided by the families. Either is
fine.
I am not too worried about the word length for this task, as it will depend greatly on the individual
child and the activities they engaged in. However, as a rough guide, each learning story should be
around 500 words. You can, of course, write more or less than this if you wish, but don’t go
overboard – no 2000 word learning stories, please! ?
Part 2: Statement
The second part of Assessment Item 2—the statement—is chance for you to reflect on your
experience of using learning stories to document a child’s mathematics learning. You need to think
about the benefits of using learning stories to document mathematics learning, and how this has
prompted you to look closely at a child’s activity from a mathematics perspective – rather than
social-emotional outcomes as are so often documented. Think about whether the mathematics
might have otherwise gone unnoticed, and how the learning stories allowed you to share the
mathematics learning with others. In particular, you need to comment on how you used the learning
stories to talk about mathematics learning with the child and their parents. What did you document,
and how did you use the learning stories to explain the learning?
TIP NUMBER 1: Don’t forget to start with a brief explanation of the learning stories approach! This
should be the very first thing you write – just a couple of sentences will do. TIP NUMBER 2: make
sure you think about the benefits of this approach as it compares to other forms of assessment. TIP
NUMBER 3: Examples are good!
The statement is a personal piece of writing—about your experience—but you do need to back up
your ideas with a couple of references. For example, you would probably include a reference or two
when explaining how learning stories can be used for assessment, generally, and you would
probably refer to some material about assessment of mathematics learning, specifically. You might
also look to some literature about communicating with children and families. You should find all the
reference material you need in the prescribed readings, but I do encourage you to find your own
references as well. Let me know if you need some help with this.
Your statement should be in the realm of 1000 words, thanks.
I look forward to reading your learning stories and statement, and sharing in your chosen child’s mathematical learning.
MacDonald, A. (2012). Young children’s photographs of measurement in the home. Early Years, 32 (1), 71-85.Young-Loveridge, J. (2004). Effects on early numeracy of a
program using number books and games. Early Childhood Research Quarterly, 19, 82-98.Neal, D. (2007). Using appropriate resources to assist in developing mathematical
ideas.
Perry, B., Dockett, S., & Harley, E. (2007). Learning stories and children’s powerful mathematics. Early Childhood Research and Practice, 9 (2).
This reading is available online here.
What evidence was presented in the Perry et al. article to describe learning?
Carr, M. (2001). Learning stories. In Assessment in early childhood settings: Learning stories (pp. 92-105). London: Paul Chapman.
This reading is available online via the CSU Library subject reserve.
Hunting, R., Mousley, J., & Perry, B. (2012). Assessing and recording children’s mathematical learning. In Young children learning mathematics: A guide for educators
and families (pp. 80-92). Camberwell, VIC: ACER Press.
This reading is Chapter 6 in your prescribed text.
Consider strategies for using learning stories for mathematics assessment and discussions with parents and children about mathematics learning.
In what ways do learning stories differ from more traditional forms of mathematics assessment?
Carrington, A., & Feder, T. (2013). Recognising mathematical development in early childhood education. Every Child, 19(1), 18-19.
This reading is available online here.
Assessment Item 2 requires you to use learning stories to document one child’s mathematics learning, and then reflect on the potential of learning stories for
assessing children’s mathematical learning and communicating this learning to families.
“But I was never any good at mathematics!”
Parents and other family members are capable provocateurs of children’s mathematics learning. Some parents lack confidence in this role, usually because of their own
experiences of learning mathematics. Further, many parents and early childhood workers and educators do not recognise the range of mathematical activities in which
they engage every day, and which hold rich potential for learning. Further, they may be unaware of how to assist children to mathematise, explain their mathematical
thinking, or make connections. Raising parents’ and carers’ awareness of and confidence to develop these mathematical activities is likely to support the development
of their children’s powerful mathematical ideas.
What strategies do you use to engage parents and family members in activities focused on children’s learning and development?
Possible strategies for engaging parents and family members include: conversations when children are collected to go home; inviting parents and family members to have
a discussion over a cup of coffee; and for parents of culturally and linguistically diverse backgrounds, inviting translators or friends to attend with parents.
Hunting, R., Mousley, J., & Perry, B. (2012). The role of adults in children’s mathematics learning. In Young children learning mathematics: A guide for educators and
families (pp. 44-64).
Camberwell, VIC: ACER Press
.Hunting, R., Mousley, J., & Perry, B. (2012). Further activities and ideas for consideration. In Young children learning mathematics: A guide for educators and
families (pp. 93-102). Camberwell, VIC: ACER Press.
This reading is the Appendix in your prescribed text.
This reading is Chapter 4 in your prescribed text.
US Department of Education. (2005). Helping your child learn mathematics. Washington, DC: Author.
This reading is available online here.
The Raising Children Network provides online ideas and support for parents. You may find their advice for Developing early numeracy skills helpful when communicating
with families about their children’s mathematics learning.
This reading is available online here.Hunting, R., Mousley, J., & Perry, B. (2012). Further activities and ideas for consideration. In Young children learning
mathematics: A guide for educators and families (pp. 93-102). Camberwell, VIC: ACER Press.
This reading is the Appendix in your prescribed text.To conclude your studies in this subject, you are encouraged to read the final report from the evaluation of the
Let’s Count program:
The Smith Family. (2015). Strengthening early numeracy learning: The Let’s Count program. Sydney: Author.
Below is a list of all of the references cited within the modules. You may find this list useful when completing your assignments, or for your own additional reading
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