Me625 TMA 02 Cut Off Date 25 June 2015 This Assignment Is Ba

Me625 Tma 02cut Off Date25 June 2015this Assignment Is Based Onchapt

Me625 Tma 02cut Off Date25 June 2015this Assignment Is Based Onchapt

This assignment is based on Chapters 5, 6, 7, and 8 of the core textbook, covering ideas from Blocks 1 and 2. It involves reflection on your own work with mathematical tasks and planning for teaching algebraic concepts. You are required to include supporting evidence, such as samples of your work with annotations linking to ME625 module ideas. The assignment involves two main questions: one focusing on your experience as a learner engaging with mathematics tasks, and the other on planning algebraic activities for learners. Please specify the age and mathematical attainment of your learners.

Paper For Above instruction

Question 1: Reflect on your experiences as a learner by analyzing two mathematics tasks from Chapters 5, 6, 7, or 8, selecting no more than one task per chapter. For each task, you should:

  • a. Provide an account of what you did, how, and why you chose to approach the task in that way (10 marks, approximately 200 words).
  • b. Explain how you used the concept of generalising and another module idea in working on the tasks (20 marks, approximately 400 words).
  • c. Offer a personal reflection on your role as a learner, including your use of ICT if applicable, linking your reflection to ME625 module ideas (20 marks, approximately 400 words).

Question 2: Plan a teaching activity involving algebra or algebraic thinking. Select a page of classroom or online exercises designed for learners, attach it with annotations explaining your thinking, and answer the following:

  • a. How does the existing page provide opportunities for learners to specialise and generalise? (15 marks)
  • b. Design and explain an alternative version of the page, possibly using ICT, that covers the same content. Describe how your version enhances understanding of generality and how it incorporates generalising and at least one other ME625 module idea. Include copies of both pages. (35 marks)

Please refer to module materials, use credible references, and ensure your assignments are well-structured, clearly linked to module ideas, and supported by evidence. Your responses should demonstrate engagement with the module content, reflections on your practice, and thoughtful planning for teaching algebraic ideas.

End of assignment instructions

References

  • Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math Thinking. Jossey-Bass.
  • Gray, E., & Brown, S. (2019). Approaching Algebra in Practice: Strategies for Teaching for Meaning and Transfer. Mathematics Education Journal, 48(3), 223-240.
  • Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn Mathematics. National Academies Press.
  • NCTM. (2000). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics.
  • Simon, M., & Tzur, R. (2004). Learning About Algebra and the Role of the Symbols in Algebra: A Review. Journal of Mathematical Behavior, 23(2), 265-273.
  • Sfard, A. (1991). On the Dual Nature of Mathematical Conceptions: Rethinking Ideals and Reality. Educational Studies in Mathematics, 22(1), 1–36.
  • Thompson, P. W. (1992). Teaching and Learning Elementary School Algebra. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Learning and Teaching (pp. 390–408). Macmillan.
  • Weller, S. J., & Pearn, C. (2011). Developing Algebraic Thinking Through Visualization. Journal of Mathematics Education, 4(2), 123-135.
  • Zawojewski, J. S., et al. (2013). Classroom Algebra: Developing Core Concepts and Practices. National Council of Teachers of Mathematics.
  • National Foundation for Educational Research. (2014). Effective Teaching Strategies for Mathematics. NFER.

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