EDMA241 - Assessment 1

Case study

Jack Mcgraw
S00244336
EDMA241
Case Study - Rationale
The following case study will analyse the mathematical abilities of a particular student, whilst also comparing

and contrasting these abilities with the guidelines of the Australian Curriculum. An interview with the

student will be undergone to establish the understanding of said student, assessment will then be

administered to further develop the students mathematical understanding. This assessment will be

appropriate to the students year level and will be designed in accordance to the Australian Curriculum.

During the case study the Language Model will be utilized to interview and assess the student.
 Case Study - Rationale
The chosen student is a male, age 5, who is currently in their Foundation Year of schooling (Prep), the student is also a child with
Autism Spectrum Disorder (ASD). ASD learners can struggle with focus, attention, transitions, organisation, memory, time
management, emotional control and frustration. For example, while trying to solve a maths problem, a child might know the facts
well, but might not be able to come up with a solution. This is because the child can’t organise ideas or put all the information together
to solve the problem (Raising Children, 2021).

The classroom, in which this student attends, is filled with visual aids, instructions are given clearly (spoken and written) and
repeatedly. Positive reinforcement is constantly provided as well as learning support in the form of a teacher's aide. As the student is
in their foundation year, past assessment is limited. Basic mathematical concepts are in their infancy of understanding for the
student. Therefore the expansion and reinforcement of the limited prior knowledge of the student will be focused upon during the
case study.

Students Learning
Environment
 Case Study - australian curriculum
The Australian Curriculum states that in the Foundation Year:

● understanding includes connecting names, numerals and quantities

● fluency includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects
● problem-solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and
discussing the reasonableness of the answer
● reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.

For the Assessment task, the Content Description of Number and Algebra would be focused upon, specifically number and place value.

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001)

- Elaboration - understanding that numbers are said in a particular order and there are patterns in the way we say them

Represent practical situations to model addition and sharing (ACMNA004)

- Elaboration - using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials

(ACARA, 2021)
 Case Study - The assessment
The assessment task was designed in accordance to the Content Descriptors of the
Foundation Year level. As the student is an ASD leaner, careful analysis of individual
learning needs was necessary to understand the child's motivation and preferred ways of
working. Planned strategies along with places and times for calming breaks were put in
place, if needed, to support the child in the classroom (Victoria Education, 2019). After
discussion with the classroom Teacher, it was evident that the child was both a kinesthetic
and visual learner. The characteristics of a kinaesthetic learner are that they need a multi-
sensory learning environment for deep learning as they learn through ‘doing’ (Macmillan,
2021). Visual learners understand and remember things by sight. You can picture what you
are learning in your head, and you learn best by using methods that are primarily visual
(Education Planner, 2020). Therefore the assessment was constructed by catering for the
students ability and learning preferences.

The Assessment task would be based in the ‘Child’s Language’ and ‘Materials Language’ stages
of the Mathematical Language Model. The ‘Child’s Language’ being language that comes
from the child’s everyday world experiences – including both fiction and nonfiction
situations. Stories, pictures, and the children’s experiences are the source for this language
(Dr. Irons, 2014). With Materials Language’ being language that comes from using concrete
and pictorial materials. Children use new language as they explore the idea. Concrete (Romina Jamieson-Proctor)
materials are used first. Pictorial materials help to extend and expand the language. This
broadens the understanding associated with the concept being developed (Dr. Irons, 2014).
Case Study - The assessment
Assessment: Ten Pin Bowling

Materials -
●Bowling Pin and Bowling Ball set
●Individual Whiteboard
●Whiteboard marker
●Visual Aides (Number Sheets) x 2

Task -
[Link] to bowl the ball at the pins.
[Link] each bowl of the ball the student will record the numbers of pins which have fallen on their individual whiteboard.
[Link] to repeat till 10 numbers/turns have been recorded.
[Link] will then order the scores in ascending order (pattern) on their individual whiteboard.
[Link] Answers

Note -
●Visual Aides will be available for the student to refer to, however this will be at the teachers discretion. Encourage student to complete the activity without referring to the visual aides.
●Encourage Student to use addition and subtraction to obtain answers. For example if 7 pins fall ask “How many pins are left standing?” with the answer being 3 follow up with “If we take 3 away from 10
how many pins have fallen?”

Language Used: One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Ascending - Smallest to Biggest, Order, Materials, Add, Take Away, Pins.
Case Study - The Interview Teacher: Now would there be an easier way to find how many pins that were
knocked down?
Instructions of the activity are given to the student.
After deliberation the student answers.
Student begins activity - bowls first ball
Student: We could count in twos or threes.
Student records first number - the number one is written on the whiteboard by the
student - being a small number the student does not struggle to obtain the answer.
Teacher: Yes, that's excellent. So we are adding groups together. Now with
Student bowls several more times. the higher numbers would we be able to use subtraction to find the answer?

Student then bowls a seven.

Student is unable to answer the question.
Student: How many pins did I knock down?
Teacher: So if there are ten pins all together, and we bowl the ball, if there are
Teacher: Can you have a go at counting them please? And if you need a hand I two pins left standing would we be able to take away two from ten to find how
can give you a look at the number sheets. many pins we knocked down?
Student struggles but is able to count to seven.
Student: Oh yeah, I get it now.
Teacher: Great job! I knew you could do it all by yourself.
The bowling section of the activity is completed.
Student continues an activity. Student then bowls an eight.

Student: Can I have the number cards because this is a big number. Teacher: Now with all of the numbers you have recorded, I would like you to
assemble them in order from smallest to biggest.
Teacher: We had seven a couple of turns ago, so I think you can count to eight.
Student is able to complete this section of the activity flawlessly.
Student: Oh yeah!

Student recounts prior knowledge from the activity to count to eight. Interview complete.
 Content Descriptor Assessment/Student Examples
Case study - findings
Establish understanding of the ● Language associated with numbers
language and processes of counting by (One, Two, Three…. etc.)
naming numbers in sequences,
initially to and from 20, moving from ● Process of naming numbers in a
any starting point (ACMNA001) sequence - achieved by assembling
The assessment and interview proved numbers in ascending order (from
successful in engaging the student in an - Elaboration - understanding that smallest to biggest)
numbers are said in a particular order
interactive activity, in which they were able to
and there are patterns in the way we
demonstrate their mathematical knowledge. say them
The intent of the assessment was to adhere to
the guidelines of the Australian Curriculum.
This was achieved by following the chosen Represent practical situations to model
addition and sharing (ACMNA004) ● Visual displays and concrete
content descriptors of the number and materials - ten pin bowling kit as
algebra strand. - Elaboration - using a range of practical well as visual aides
strategies for adding small groups of
numbers, such as visual displays or ● Practical strategies - student and
concrete materials teacher examples of finding the
answer both in addition and
subtraction (adding groups of
Case study - findings
ACARA states that by the end of the Foundation year, students make connections between number names, numerals and quantities up to 10….. Students count to
and from 20 and order small collections… (ACARA, 2021).

During the assessment and interview process the student has been able to demonstrate their ability to make the necessary connections for
numbers between one and ten. Moving forward for the student to be successful they would need to advance to exploring problems involving
numbers between one and twenty. During the interview the student did display some signs of struggling whilst counting. Although the student
was able to complete the process of counting they did use fingers to count and ask to see the visual aides. However the student did display above
satisfactory levels of making connections of numeral quantities when listing numbers in ascending order.

The language the child was using during the interview was mostly in the ‘Child’s Language’ stage of the 4-step language model. Since the student is
in their Foundation level is schooling it was expected that the child would be in this stage of the model. An example of this would be when the
stupid presented a soloution to the acitivity this being “..Count in twos or threes..” When analysing body language, the child used their fingers to
count numbers, this occurred when putting numbers in ascending order. The student was able to complete the activity without the use of the
visual aides, those being the number sheets.
Student work
examples
Case study - lesson plan rationale
The lesson plan was designed based upon the findings from the assessment and interview process. The lesson will be the next step in content
descriptor of ‘Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any
starting point (ACMNA001).’ This was done to ensure the meeting of the Foundation year level achievement standard.

The cross curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures was implemented within the lesson. Early childhood
settings that promote Aboriginal culture and perspectives support Aboriginal children's sense of identity and belonging, as well as promoting a
culture of understanding and respect towards cultural diversity for all children (Vaeai, 2020). This was done by referring to the content
elaboration of ‘using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning’ located in the content descriptor of
‘Represent practical situations to model addition and sharing (ACMNA004).’

To engage students in an interactive lesson the Wurundjeri counting system was implemented. The Wurundjeri counting system is named after
parts of the body. Beginning with the pinky finger (giti mŭnya), the numbers work their way across the fingers to the thumb, then the wrist,
forearm, elbow, bicep, shoulder… eventually ending up at the crown of the head (det det), which is the number fifteen (Generalist Academy, 2019).
This allows children to actively demonstrate the numbers rather than simply writing them.
References
Australian Curriculum, (2021). Foundation Year Level. Mathematics. Accessed at:
[Link]
+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capabilit
y=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&
priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elabor
ations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Dr. Calvin Irons, (2014). Origo Education. Using Language Stages to Guide the Development of Concepts – Addition. Accessed at:
[Link]

Education Planner, (2020). The Learning Styles - Visual. Accessed at: [Link]

Raising Children, (2021). How autism spectrum disorder affects learning and development. Accessed at:
[Link]

Victoria Education, (2019). Education and Training. ASD Support Materials. Accessed at:
[Link]

Fionna Macmillan, (2021). Engage Education. Kinesthetic Learner Characteristics. Accessed at:
[Link]

"Notes on Australian Message Sticks and Messengers", AW Howitt, FGS, Journal of the Anthropological Institute, pp 317–8, London, 1889, reprinted by Ngarak Press, 1998,

The Generalist Academy, (2019). Wurundjeri Counting. Accessed at: [Link]