EDMA360 Assessment 1:

Part 2
Implementation Report
Stage: 2
Outcomes and Indicators
MA2-1WM uses appropriate terminology to describe, and symbols to
represent, mathematical ideas
MA2- 7NA represents, models and compares commonly used
fractions and decimals
Through this video students will implicitly meet the indicators
identified below.

See examples of fractions with denominators of 2,3,4,5 and 8

modelled.
Understand the reasoning behind the size of equal parts In
relation to one another.
Acknowledge the importance of equal parts in fractions
See the ways in which fractions are used to describe the equal
parts of a whole.
Understand the role of the numerator and denominator and
their relation to one another.
Understand the language associated with fractions and apply
this understanding in other mathematical tasks.
(BOS NSW, 2012).

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Implementation Report
Alice in Numberland is the first video in a series of videos aimed at
enhancing the learning of the mathematical language associated
with fractions and decimals 1 within the strand of number and
algebra (BOS NSW, 2012). Through the implementation of this video
within the stage 2 classroom or for students who demonstrate
ability at this level, the objective is to enrich engagement as a
support to the teaching and learning associated with this content
area. As a result students become immersed in the language whilst
simultaneously building the understandings in order to meet the
outcome MA2-7NA (See above).
Why focus on language?
Fractions and decimals undoubtedly remain one of the most
challenging areas of mathematics thus requiring a strong foundation
(Bobis et al, 2013, p.233). This foundation is built as students learn
the language alongside the processes taken to meet syllabus
outcomes (Bobis et al, 2013, p.234). This is evidenced from a recent
practicum experience where prior to understanding any language
used the overall class average was 58.33% whilst after
understanding the language and bringing this together with the
processes involved students seemed to excel each receiving an
increase in their overall result by staggering amounts and bringing
the class average to an unbelievable 84.3%. This experience is
supportive of Newmans error analysis followed by Clements and
Clarkson where significant errors were noted to occur prior to
attempting to apply mathematical skills or knowledge (Stanley,
2008, p.33). With this knowledge, we have intended to use this
understanding as the foundation of our video, its approach and the
opportunity, which may arise as a result of its intended use.
Where does language fit in across the curriculum?
The Australian Curriculum is derived from general capabilities found
across curriculum areas with opportunities to add depth and
richness to student learning highlighting the overall significance of
mathematics to student learning (ACARA, 2014). The technical
mathematical language found within this video is derived from the
mathematics syllabus enabling students to become literate as they
develop the knowledge, skills and dispositions to interpret and use
language confidently for learning and communicating in and out of
school and for participating effectively in society (BOS NSW, 2012
& ACARA, 2014). The technical language is an opportunity for
students to engage with literacy as this is at the core of the video
and thus necessary at the beginning of this content area.
Consequently ensuring students are able to build a developmental

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understanding of the various aspects of learning mathematics

holistically (ACARA, 2014).
How should Alice in Numberland be used?
This video is a stimulus to initiate fractions and decimals; therefore
it should be used at the very beginning of the unit more specifically
within the launch stage of the first mathematics lesson. Given its
nature and the teaching intentions of the stimulus no prior teaching
should occur as it is a resource to entice the students interest in
rational numbers specifically fractions. Rather the video should be
shown to students in its entirety providing the necessary starting
point to launch students into this content area. After this initial
viewing its pivotal that the teacher replay the video stopping and
discussing the definitions and language embedded throughout due
to its fast pace and to ensure its comprehension. The deliberate
structure of the video ensures this, with the aim of introducing
students to the overarching concept of rational number and then
moving to focus on fractions in an exciting and engaging manner
enabling opportunities for continuity across KLAs. Students are
supported to make new connections between curriculum topics
with links to the world outside the classroom adding value to the
learning experience and flexibility in its incorporation (Zane
Education, 2015). This video comes with a vision, to make maths fun
so that students can have their often already formed negative
beliefs changed as they journey alongside Alice, learning together
with awe at just how much enjoyment they can have along the way.
The approaches to using the resource to support teaching
and learning
After an initial viewing of this video, there are various approaches,
which may be adopted in order to support teaching and learning. A
highly recommended approach is that an in depth discussion take
place to elicit what students have come to understand. The teacher
should use probing questions such as What does the numerator tell
us in a fraction? or What does the mathematical word mixed
numeral mean to you? to ensure that the understandings are
articulated and comprehended adequately. Alternatively, students
can work in small groups to discuss the language, which they heard
and what these terms mean at this stage students will have a broad
understanding of the language, which they will see across the unit,
although this will be the case, upon learning the processes involved
and the relevance of the language. It will be necessary for the
teacher to revisit these aspects of the video ensuring students
comprehend them. Additionally, the Alice in Numberland theme
was selected so that it can be continued across the unit and thus
should not be left after the video has been viewed but rather
embedded at the core within the lessons, which proceed it. A
possible example is noted below.

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Alice has stopped off at the Mad Numerators party with Mr

Rabbit-ional what are some of the fractions Alice may see on the
table?
Differentiation- students who require further scaffolding may be
given an image of the table and asked to locate the fractions this
way. Students needing a further challenge may be asked to
express there fractions as worded problems and swap these to
guess one anothers.

Alice In Numberland facilitates student thinking by making a distinct

connection between the visual clues, the memory process and the
recall of new knowledge (Leggett, 2015). In addition, this stimulus
supports the communication of understandings by inspiring and
engaging students through further motivation and enhanced
learning experiences providing the platform for authentic learning.
Most importantly this video is simply a stimulus and therefore does
not replace the role of the teacher. Consequently, through
incorporating the stimulus in this way various teaching strategies
can further enhance student learning. Such strategies may include
discussions, group work, problem solving and questioning.
Hence, this stimulus acts as a valuable asset to the enhancement of
mathematics learning by providing the medium to support students
with a variety of learning styles (National Teacher Training Institute,
2006). Ultimately the more students understand information, the
greater chance they have of participating and developing
mathematical skills (Doyle in Stanley, 2008, p.33).

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References
Australian Curriculum, Assessment and Reporting Authority
(ACARA). (2014). Foundation to Year 10 Curriculum:
Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/generalcapabilities
Board of Studies NSW. (2012). NSW Syllabus for the Australian
Curriculum. Sydney: Author: Retrieved from
http://syllabus.bos.nsw.edu.au/
Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for Children:
Challenging children to think mathematically (Fourth Edition).
Frenchs Forest, Pearson Education Australia.
Leggett, A. (2015). The University Of Queensland: Pedagogical
benefits. Retrieved from http://www.uq.edu.au/teach/videoteach-learn/ped-benefits.html
National Teacher Training Institute. (2006). Why use video in the
classroom? Retrieved from
http://www.thirteen.org/edonline/ntti/resources/video1.html
Stanley, G (2008) National Numeracy Review Report. Canberra:
Human Capital Working Group Council of Australian
Governments. Retrieved from
https://www.coag.gov.au/sites/default/files/national_numeracy
_review.pdf
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Zane Education. (2015). The Benefits of Using Educational Video in

The Classroom. Retrieved from
http://www.zaneeducation.com/educational-video/educationand-video.php

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