Reflection 2: "The only way to learn Mathematics is to do Mathematics"

Above is my new ‘interpretation’ of the Working Mathematical proficiencies; it will allow teachers to simply visualize the expectations in an organised manner and visualize how students interact in their learning (of Australia, 2009, p.7). Working Mathematically is when students understand and are fluent in inquiring, and exploring the mathematical objectives (Sansome, Ewing & Sarra, 2016, p.130). Thus, being able to problem solve, communicate and reason (Sansome, Ewing & Sarra, 2016, p.130). The visual will assist me as a teacher to develop a more robust mathematical understanding to support my teaching (ACARA, 2016, p.1). As a teacher, when you know children are fluent in a specific skill or topic, you’re more positive about your pedagogies and strategies that have been used with the children and are effective. Therefore, meeting the mathematical proficiencies (Ball, Lewis, Thames & Schoenfeld, 1985, p.1). The proficiencies rely on the teacher creating opportunities in a supportive environment. Strategies for the classroom are imperative for conversation in mathematics (Anthony & Walshaw, 2009, p.153). This allows children to access the five components of the mathematical proficiencies.

As a teacher in a primary school, I am able to use this diagram in a way to lead my teaching, and how to apply it (Anthony & Walshaw, 2009, p.153).

The proficiencies provide the mathematical language to develop children’s mathematical understanding and assist teachers and students to develop “effective strategies to learn how to solve the problems” (ACARA, 2016, p.1). The proficiencies also support teachers to teach the expected mathematic content, while engaging children in thinking, and investigating, in order for the child to feel confident to develop through to the next stage (ACARA, 2016,p.1). The proficiencies enable educators to “scaffold and enhance children’s attempts to examine conjectures, while taking on mathematical problems, and encourage students to represent their findings” (Anthony & Walshaw, 1986, p.19). As a teacher, this visual will be referred back to, in a way to remind me of various ways children take on learning mathematics, building on pedagogies that foster students’ opportunities to learn. “It will also assist in building the developmental aspects while they reinforce the importance of working mathematically” (ACARA, 2016, p.1).