Objective: The objective of this assessment task is to demonstrate your mathematical knowledge and understanding, and to develop a comprehensive learning plan aimed at meeting the content knowledge requirements for teaching mathematics in primary schools. This task will require you to critically analyze the essential mathematical concepts and skills needed for effective teaching, and to devise strategies for enhancing your own understanding and proficiency in these areas.

Task Description: You are required to develop a learning plan that outlines your approach to acquiring and deepening your mathematical content knowledge in preparation for teaching mathematics at the primary school level. Your plan should address the following key components:

1. Identification of Core Mathematical Concepts: Identify and list the core mathematical concepts and skills that are fundamental for teaching mathematics in primary schools. This may include topics such as number sense, operations, geometry, measurement, data analysis, and algebra.
2. Self-Assessment: Conduct a self-assessment of your current understanding and proficiency in each of the identified mathematical concepts and skills. Reflect on your strengths and weaknesses, and identify areas for improvement.
3. Learning Objectives: Based on your self-assessment and the identified core mathematical concepts, establish clear and specific learning objectives for each concept or skill. These objectives should be measurable and achievable within a specified timeframe.
4. Learning Strategies and Resources: Outline the strategies and resources you will use to achieve your learning objectives. This may include attending workshops or professional development sessions, engaging in self-study through textbooks or online courses, collaborating with peers, or seeking guidance from mentors or experienced educators.
5. Implementation Plan: Develop a detailed plan for implementing your learning strategies. Specify the steps you will take, the timeline for completion, and any milestones or checkpoints for monitoring your progress.
6. Reflection and Evaluation: Describe how you will monitor and evaluate your progress towards achieving your learning objectives. Include mechanisms for ongoing reflection and adjustment of your learning plan as needed.
7. Integration with Teaching Practice: Discuss how your learning plan aligns with your future teaching practice. Consider how the knowledge and skills you are developing will be applied in the classroom to support student learning and achievement.

Assessment Criteria: Your learning plan will be assessed based on the following criteria:

1. Clarity and completeness of the identification of core mathematical concepts.
2. Accuracy and depth of the self-assessment.
3. Specificity and achievability of the learning objectives.
4. Appropriateness and effectiveness of the selected learning strategies and resources.
5. Coherence and feasibility of the implementation plan.
6. Reflection on progress and evaluation of learning outcomes.
7. Alignment of the learning plan with teaching practice and potential impact on student learning.

Submission Guidelines: Your learning plan should be submitted as a written document, structured according to the outlined components. The document should be well-organized, clearly presented, and written in professional language. You may include supplementary materials such as charts, tables, or appendices to support your plan.

Purpose: For students to develop a strong understanding of the mathematical requirements in everyday contexts. This is an opportunity for students to explore how mathematics is used in many different forms in the workplace.

Learning outcomes assessed: LO1, 2,

How to submit: Submit this assignment electronically via Canvas

Return of assignment: Marked rubrics and written feedback will be returned to students within 3 weeks of the due date.

View Rubric

EDMA163 Assessment Task 1 Rubric A: Knowledge test and development of a learning plan
Criteria	Ratings	Points
1. 1. Clarity and Completeness of Core Mathematical Concepts	3 to >2 pts Excellent Student demonstrates a comprehensive understanding of core mathematical concepts, providing insightful analysis and integration of various topics 2 to >1 pts Good Student demonstrates a solid understanding of most core mathematical concepts, with clear explanations and examples. 1 to >0 pts Fair Student's identification and explanation of core mathematical concepts are unclear or incomplete, showing significant gaps in understanding. |	/ 3 pts
2. Accuracy and Depth of Self-Assessment	3 to >2 pts Excellent Student provides a comprehensive and accurate self-assessment of their current understanding and proficiency in mathematical concepts. The assessment demonstrates insightful reflection and awareness of strengths and areas for improvement. 2 to >1 pts Good Student provides a basic self-assessment of their current understanding and proficiency in mathematical concepts, but there may be some inaccuracies or lack of depth in reflection. 1 to >0 pts Fair Student's self-assessment of their current understanding and proficiency in mathematical concepts is incomplete or inaccurate, lacking depth or reflection. |	/ 3 pts
3. Specificity and Achievability of Learning Objectives	3 to >2 pts Excellent Student sets clear, specific, and achievable learning objectives for each core mathematical concept. Objectives are measurable and aligned with personal learning needs and goals. 2 to >1 pts Good Student sets mostly clear, specific, and achievable learning objectives for each core mathematical concept. Objectives are generally measurable and aligned with personal learning needs and goals. 1 to >0 pts Fair Student fails to set clear, specific, or achievable learning objectives for core mathematical concepts, making them unclear or unattainable. |	/ 3 pts
4. Appropriateness and Effectiveness of Learning Strategies and Resources	3 to >2 pts Excellent | Student selects and describes a variety of appropriate learning strategies and resources to achieve learning objectives. The chosen strategies and resources are effective in addressing identified learning needs and preferences. 2 to >1 pts Good Student selects and describes mostly appropriate learning strategies and resources to achieve learning objectives. The chosen strategies and resources are somewhat effective in addressing identified learning needs and preferences. 1 to >0 pts Fair Student fails to select appropriate learning strategies and resources to achieve learning objectives, hindering progress and learning effectiveness. |	/ 3 pts
5. Coherence and Feasibility of Implementation Plan /Reflection on Progress and Evaluation of Learning Outcomes	3 to >2 pts Excellent Student develops a coherent and feasible implementation plan that outlines clear steps, timelines, and milestones for achieving learning objectives. The plan is well-structured and realistic in addressing potential challenges and barriers. 2 to >1 pts Good Student develops a mostly coherent and feasible implementation plan that outlines steps, timelines, and milestones for achieving learning objectives. The plan is generally structured and realistic, but may lack detail or thorough consideration of potential challenges. 1 to >0 pts Fair Student's implementation plan lacks coherence or feasibility, with unclear steps, timelines, or milestones for achieving learning objectives. The plan may not address potential challenges or barriers. |	/ 3 pts