Mathematics in the Australian Curriculum

Introduction

This paper focused on providing an analysis of critical assessments formulated on vital elements of mathematics. The introduction reinstated the identification of key assessments which were adopted. Secondly, the body section provided a vivid description and discussion of key benefits attributed to all the assessments. Observably, the effectiveness of the curriculum was revealed in the findings. Furthermore, reasons for the use of the assessment provided were effectively identified in the paper, and the effectiveness of the forms used in assessment towards students’ learning and development was analyzed. A conclusion was later made, which was closely followed by responsive recommendations on improving mathematics assessment to improve students’ performance.

Mathematics is an instrumental discipline that has highly enhanced the creation of opportunities to improve individuals’ lives in Australia. For instance, the Australian curriculum has highly enhanced the ability of mathematical deliverable inform skills to the students in vital areas such as algebra, probability, and statistics. In this paper, the major focus of analysis will include the Australian Curriculum, Assessment and Reporting Authority [ACARA] (2017). Secondly, the analysis will be made on the assessment of the “Australian Association of Mathematics Teachers” (2014). And finally, the article by Barton et al. (2012) “Schooling, ideology, and the curriculum”.

Arguably, the relevance of the assessments chosen mainly lies in their ability to improve the interactive of mathematics, especially in the adopted curriculum, to enhance students’ performance. Additionally, an effective focus on the articles enhances the Australian ability to improve mathematical values among the students. Such improvement will significantly improve students’ ability and mathematical reasoning. Increased expansionism of mathematical ideas will positively facilitate students’ ability to adopt the digitalized platform in solving related mathematical problems. Such would significantly improve skills application in Australia’s students’ daily lives and enhance their global competitiveness. Finally, the relevance of the assessment will imply a significant global level of efficiency and creativity in understanding vital mathematics concepts.

Findings

The first assessment entails the Australian curriculum, assessment, and reporting authority. Purposefully, this assessment is beneficial to the Australian education system as it instills learners with the capacity to use mathematical power in reasoning. For instance, the assessment aims to incorporate digitalization to expand the adaptability of newer tools to solve mathematical problems as a function of innovation, this assessment provided newer platforms in which fluency and reasoning are expressed mathematically (ACARA, 2017a). Additionally, the Australian curriculum has greatly benefited students’ understanding and perception of mathematics by establishing highly definitive problem-solving skills through mathematical strategies.

However, assets of limitations mainly associated with the cost of implementation of digitalized mathematical strategies exist. Such challenges hinder the ability of the strategy to optimize its operation following the technological advances fully. Similarly, this limitation impacts learners’ ability to actively use the selected technological strategies in their learning. For instance, cost, especially the machinery and other operation costs, highly limits the curriculum’s ability to expand the adaptability strategies (Ennis-Cole et al., 2018). As a result, learners encounter a challenge while adjusting to newer mathematical tools.

Additionally, teachers may use digitalization assessment based on technology to evaluate students’ ability in the class learning environment effectively. This form of assessment provides important information, which also acts as footprints for monitoring and control of students’ actions and their interaction with technological systems. Being competitive word digitalization due to technology will highly equip learners with globally acceptable knowledge to solve newly developing challenges that require integrated systems to find answers. In so, learners’ competitive advantage will rapidly increase before the incremental aspects of their basic skills.

Several factors have highly contributed to the adoption and utilization of this assessment. Firstly, the incorporation of technology due to advances and digitalization. Technology has been critical in numerous disciplines; it has been widely adopted to improve learning outcomes. Importance associated with technology, especially in the ability to improve students’ undemanding of vital learning concepts, highly encouraged its incorporation into a mathematical expression. Therefore, to improve the teachers-learner experience, the assessment opted for a digitalized platform that was highly effective in attaining the role.

It is essential to accurately understand what assessment of/for/as learning is. For example, frequent monitoring of student progress can be an example assessment of learning. It consists of constant monitoring of the student’s progress assessment in comparison with the expected outcomes control (Berkeley & Riccomini, 2017). This method helps to determine the positive or negative progress of the child. Further, control evaluations are examples of assessments for learning. Often, this procedure takes place about three times a school year to determine the overall picture of the learning process. Last, an example of assesment as learning is students’ self-evaluation of their success in the process of acquiring knowledge in school. Based on the results of this procedure, children independently determine the areas in which they need improvements.

The adoption of the Australian curriculum highly facilitated clear links, which improved understanding of the relationship between mathematics and other disciplines. The clarity played an instrumental role in enabling leaders to comprehend the relationship and instances of interdependence between mathematics and other important subjects. Moreover, the curriculum ensured the establishment of benefits to general students, particularly in their ability to access mathematical expression and apply the concepts in solving underlying problems efficiently. It also avails students’ critical understanding of vital elements which constitute logical reasoning and adoption of counter strategies to handle the problem. Also, it equips learners with the necessary skills to be self-motivated while handling complex mathematical expressions, hence contributing to students’ participation in both class and the actual environment.

The second assessment involves the Australian association of mathematical teachers. Arguably, this assessment is considered an important aspect of the evaluation of both students and teachers, especially when the occurrence is within the teaching and learning process. Arguably, assessment acts as a diagnosis mechanism that stimulates corrective mechanisms that guide both learners’ and teachers’ actions (Australian Association of Mathematics Teachers, 2014). This assessment is beneficial to both teachers and students by equipping them with the necessary skills which actualize the learning processes. Further, assessment acts as a strategy emulated to address internal challenges encountered by both teachers and students in the course

Assessment is most useful to both teachers and students when it takes place during the teaching and learning process and is diagnostic.

This assessment is beneficial to teachers since it enables an understanding of non-students’ reasoning for adopting problem-solving techniques in areas under study. Objectively, the assessment enables finding out learners’ capabilities and matching the capacity to actual tests. Furthermore, this assessment technique aims to establish the actual outcome of the student’s performance and ability to replicate their class learned skills in other areas of specialization.

Arguably, there are setbacks in the assessment’s attempt to ascertain its purported elements. Firstly, the misunderstanding was considered the key challenge which impacted the process negatively. While misunderstanding failed to incorporate students’ actual performance, it also affected the reliability concept of the teacher’s assessment. Therefore, the uncertainties resulting from misunderstood concepts negatively affected the learning process. Similarly, a misunderstanding resulted in misconception, which negatively altered the classroom experience. For instance, the assessment highly limited the teacher’s ability to effectively elucidate concepts that mainly occurred in vital elements such as fractions. The assessment found that a shift in students’ perception of factions such actions were directly related to students thinking capabilities.

Teachers could utilize this strategy to evaluate learners’ ability and perception of mathematical concepts, especially on fractions. This would provide a good understanding of how learners perceive the topic, thus initiating corrective mechanisms in case of a deviation from an anticipated norm. Next, this basement will improve teachers’ understanding of students’ ability to distinguish numbers of parts, fractions as double counts, and different wholes. This understanding will result from establishing students’ weak points in the topics, hence developing the desirable platform to mainstream the impending challenges. Furthermore, to improve students understanding of the applicability of the identified elements, a focus on the assessment will be considered effective.

Students’ perception, mind, and thinking are instrumental factors contributing to the adoption of this stage for assessment. For instance, variation resulting from thinking alters a learner’s ability to reason mathematically. Cognitive changes directly impact the reliability of the class-learned concepts, such as depicted in the learner’s inability to achieve the set standards of performance effectively. Adequate consideration and oversight in such challenges will improve learners’ ability to adapt to newer and more logical mathematical concepts. Such change will also adjust learners’ cognitive capability, thus enhancing their actual performance. Additionally, teachers can adopt effective concepts and promote the learning of the same to improve on the weakness identified in the assessment course.

Moreover, the teacher’s assessment would advance mastery of content, which would directly yield a positive outcome in terms of students’ performances. Therefore, improving both teachers and students through assessment will result in a double-edged sword outcome that would yield achievements in the class learning experience (Lund, & Kirk, 2019). Furthermore, the assessment will enhance indentation of eye areas of weakness, and improvement on the same will spiral up the performance hence competitiveness in achieving mathematical objectives.

Since Australian teachers will be tasked with the assessment design, adequate consideration will be focused on major areas of weakness while optimizing the strength. Comparatively, such actions will result in curriculum review and effective changes with a desire to improve students’ competitiveness following the identified limitations. Significantly, such actions will enhance students’ motivation and interaction in the class environment, impacting their logical perception often the subject positively.

The third assessment aimed at analyzing Australia’s curriculum and its desire to meet students’ needs by delivering a reliant, engaging and contemporary curriculum to optimize the educational goal. This assessment was postulated following the Melbourne declaration. The assessment highly benefited Australia as a whole. For instance, students benefited following the assessment due to the prioritization of tools and language that improved students’ understanding of the world at various stages. Secondly, the assessment benefited both national and regional global aspects by enriching the curriculum by providing content that adequately blended with the natural learning areas. In this, students actively gained as the environment conformed to their educational objectives (Attard Tonna & Shanks, 2017). Further, the curriculum was highly engaging as it improved students’ interaction and understanding of the learning content. The effectiveness of cross-curriculum priorities highly enhanced Australian abilities to improve education note basis of learning areas.

The curriculum was less associated with limitations due to its completeness and ability to blend with a natural learning environment. However, there existed a risk of exposure to unrelated content, which was a function of global coverage (Australian Curriculum, Assessment, and Reporting Authority, 2017a). For instance, cross-curriculum aspects highly limited the ability to focus on a single education program. Such action increased in volume of study and, as a result, increased the student’s workload. The adoption of this assessment technique was mainly stimulated by the desire to increase educational diversification. Essentially, cross-curriculum assessment effectiveness was associated with its ability to incorporate a multinational range and scale of learning activities. Such actions highly increased the scope of education previously limited to the national curriculum. Similarly, adopting this assessment highly improved learners’ thinking capacity as it draws inflation from wider learning contexts.

Concerning the children’s support, cross-curricular learning will rapidly improve students’ capabilities and avail a highly fruitful learning experience. Such experience will adequately improve the learners’ experience by incorporating various learning areas.

Indeed, the teachers’ desire to improve students’ academic competitiveness due to the merging of curriculum results in the adoption and application of the cross-curricular platform. The straggly will be advantageous to all the students as their skills will adequately improve following integration into learning areas.

Conclusion

Arguably, the paper mainly focused on analyzing three vital basements provided with numerous intentions of improving students’ capabilities. This basement was instrumental in improving teacher-student interaction in critical mathematical elements. For instance, the Australian education system was tasked with conducting assessments of its students. The effectiveness was observed in the ability to solve mathematical problems. Additionally, the Australian curriculum was considered an n important too that equipped learners with a highly digitalized platform to solve key mathematical issues.

Adoption and incorporation of technological skills into mathematical concepts resulted in improvement of innovation in mathematics. Secondly, the assessment of mathematical teachers and students highly played a vital role in identifying both strengths and weaknesses within the educational aspects. For instance, the usefulness of the assessment was also evaluated in the manner it was mainstreamed. The ongoing assessment was attributed to continuous improvement for both tutors and learners as corrective mechanisms were attributed. Finally, the third assent focused on the cross-curriculum concept, which blended natural learning environment into an educational setup. Such was found to improve student’s performance due to the limitless interaction between the students and the environment.

The Australian government should formulate policies to enhance the teachers’ assent mechanism as a function of policy implementation. The policy consideration will improve the teacher’s ability to improve students’ perception of the curriculum and learning environment. Secondly, Australia should formulate regulations to guide curriculum development to improve students’ conception of the natural learning environment. Such actions will significantly shape students’ perception of their environment with cross-curricular diversity, thus significantly improving their actual performance.

References

Attard Tonna, M., & Shanks, R. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. Web.

Australian Association of Mathematics Teachers. (2014). Closed or open tasks. Top drawer teachers: Resources for teachers of mathematics, 8(3), Web.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017a). Australian Curriculum: F-10 overview: Mathematics scope and sequence: Foundation to Year 10: Australian curriculum, 8(3). Web.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017b). Australian Curriculum: F-10 overview: home: Australian curriculum, 8(3), Web.

Berkeley, S., & Riccomini, P. J. (2017). Handbook of special education. Routledge.

Ennis-Cole, D. L., Cullum, P. M., & Iwundu, C. (2018). Physicians as operational leaders: cost, curriculum, technology, and organizational challenges. TechTrends, 62(3), 239-249. Web.

Lund, J. L., & Kirk, M. F. (2019). Performance-based assessment for middle and high school physical education. Human Kinetics Publishers.

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ChalkyPapers. (2023, April 11). Mathematics in the Australian Curriculum. Retrieved from https://chalkypapers.com/mathematics-in-the-australian-curriculum/

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1. ChalkyPapers. "Mathematics in the Australian Curriculum." April 11, 2023. https://chalkypapers.com/mathematics-in-the-australian-curriculum/.


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ChalkyPapers. "Mathematics in the Australian Curriculum." April 11, 2023. https://chalkypapers.com/mathematics-in-the-australian-curriculum/.