Purpose

This folio demonstrates your mathematics learning across the unit. It provides evidence of:

engaging with and reflecting on readings, tasks, and whole-class activities

developing efficient and effective strategies for solving problems

demonstrating an understanding of mathematical content and reasoning

recognising mathematics as a powerful tool for thinking and making sense of the world

Task Overview

Your folio has three componentsto be submitted in the template:

Component 1: Module Readings (Reflections)

In your folio, include four module reflections.

You should use the same modules from Components 1 and 2.

Each reflection should:

Summarise the main mathematical ideas and key takeaways

Show what you learnt about mathematics (not just teaching approaches)

Highlight your personal insights, questions, or connections to the module content

These reflections must be your own work.

Component 2: Problem Solutions (Worked Problems)

In your folio, select four problems

REMEMBER - You should use the same modules from Components 1 and 2.

Provide full written and annotated solutions (scanned, handwritten, or typed).

Solutions must show:

How you interpreted the problem (including assumptions).

Where you started and why.

Which strategy you used and why (e.g., diagrams, materials, acting it out).

Your reasoning throughout (including any changes in approach).

Difficulties you faced and how you overcame them (e.g., collaboration, online research).

Any extension or further exploration of mathematics.

Your goal is to convince the reader that your solution is correct or reasonable and clearly communicate your mathematical thinking.

Component 3: Critical Reflection (Approx. 500 words)

Write a critical reflection on your learning across the unit. Include:

What you have discovered about mathematics and your own mathematical understanding.

Why is mathematical understanding essential for society and for your future teaching role?

How were your prior ideas about mathematics challenged, clarified, or confirmed?

Support your reflection with references to:

whole-class tasks

module readings

lectures

weekly task sheets

peer discussions and/or self-directed learning

APA 7th edition referencing (in-text and reference list)

Submission Instructions

Four Module reading reflections

Four fully worked problems

PLEASE REMEMBER - You should use the same modules from Components 1 and 2.

500-word critical reflection

i am focused on the below please help me to finish off my assessment

Component 1: Module Reflections

Module 1 Reflection - Mathematics Is More Than Numbers

Summary of key mathematical ideas:

(Describe how this module explained mathematics as thinking, reasoning, patterns, conjectures, justifying ideas, etc.)

(Mention that mathematics involves exploring patterns, testing ideas, and explaining your reasoning.)

What I learned about mathematics:

(Explain how your thinking changed. Example: "I realised maths is not just calculation but noticing patterns and explaining why they happen.")

(Describe what surprised or challenged you.)

Personal insights / connections:

(Describe a moment from the module, video, task sheet, or reading that changed your view.)

(Explain why this understanding matters for teaching young children.)

Module 2 Reflection - Algebraic Thinking

Summary of key mathematical ideas:

(Explain how algebra is a way of thinking, not just equations.)

(Mention pattern generalisation, equality, variables, simplifying thinking, etc.)

What I learned about mathematics:

(Describe how you started seeing algebra in everyday situations.)

(Explain how algebra helps with reasoning and problem-solving.)

Personal insights / connections:

(Describe how visual patterns, tables, or diagrams helped your understanding.)

(Explain why this is important in the early years.)

Module 3 Reflection - Classifying Shapes

Summary of key mathematical ideas:

(Explain classification by properties: sides, angles, symmetry, parallel lines, etc.)

(Discuss the importance of correct geometric language.)

What I learned about mathematics:

(Explain how you learned that shapes are classified by properties, not looks.)

(Discuss misconceptions you previously had.)

Personal insights / connections:

(Describe your experience with the tangram task, hidden-shape screens, or classification tables.)

(Explain why children need correct geometric vocabulary.)

Module 4 Reflection - Area & Perimeter (Measurement Concepts)

Summary of key mathematical ideas:

(Explain identical units, iteration, transitivity, measuring attributes, etc.)

(Describe difference between perimeter and area.)

What I learned about mathematics:

(Explain how you learned to compare shapes using area/perimeter.)

(Describe misconceptions you corrected e.g., shapes with same area can have different perimeters.)

Personal insights / connections:

(Describe how drawing rectangles or measuring with units helped your understanding.)

(Explain why measurement concepts are important in early childhood.)

Component 2: Worked Problems

(These must be your own handwritten or typed solutions with diagrams.)

Module 1 Problem: Coin-Flipping (Square Numbers)

How I interpreted the problem: (Write how you understood the rules.)

Strategy used: (Example: drawing a table, acting it out with fewer coins, noticing patterns.)

Reasoning: (Explain why square numbers have an odd number of factors, etc.)

Difficulties & how you solved them: (Explain any confusion and how you figured it out.)

Final answer & explanation: (Describe why only square-number coins end heads-up.)

Module 2 Problem: What's the Time? (Fast/Slow Watches)

How I interpreted the problem: (Write assumptions: school starts 8:50, watches incorrect by certain minutes.)

Strategy used: (Example: drawing a number line, adjusting by + or - minutes.)

Reasoning: (State each student's real arrival time.)

Difficulties & how you solved them: (Explain confusion about "thinks it is fast/slow".)

Final answer: (Who is early, who is late, by how many minutes.)

Module 3 Problem: Hidden Shapes Behind Screens

How I interpreted the problem: (Describe how only parts of shapes were shown.)

Strategy used: (Example: sketching all possible shapes that fit each partial view.)

Reasoning: (Use geometric language: parallel lines, angles, equal sides, symmetry, etc.)

Difficulties: (Describe any confusion about whether triangles or quadrilaterals fit.)

Final answer: (Explain all possible shapes for each screen and why.)

Module 4 Problem: Area = 16 cm (Three Rectangles)

How I interpreted the problem: (Find different pairs of factors of 16.)

Strategy used: (Example: drawing rectangles 116, 28, 44.)

Reasoning: (Calculate perimeters, compare shapes.)

Difficulties: (Describe working out how area stays the same but perimeter changes.)

Final answer: (Provide your rectangles + perimeter values.)

Component 3: 500-Word Critical Reflection (Structure Only)

(YOU must write the full text.)

Introduction

What you thought maths was before the unit

How your views began to change

Discoveries about mathematics

Maths is thinking, reasoning, patterns

Importance of explaining and justifying

Real-world modelling

Measuring concepts

Discoveries about your own understanding

Moments of confusion clarity

Misconceptions corrected

Skills that improved (reasoning, diagrams, explaining thinking)

Importance for society + teaching

Numeracy as a life skill

Teachers must understand maths deeply

Helping young children notice & describe mathematical ideas

Connections to resources

Lectures

Task sheets

Readings

Peer discussions

Conclusion

Summary of growth

What you will take into future teaching

References (APA 7 Format - YOU choose which you used)

Here is a list of readings from your modules. You add only the ones you used in your reflections.

You may include:

Module 1 Pellissier, H. (2015). Why early math is just as important as early reading.

Module 1B Whitenack, J., & Yackel, E. (2002). Making mathematical arguments in the primary grades. Teaching Children Mathematics, 8(9), 524-527.

Module 2 Matney, G. T., & Daugherty, B. N. (2013). Seeing spots and developing multiplicative sense making. Wilson, R. (2001). Zero: A special case.

Module 2B Robinson, A. (2018). Teaching and learning about patterns in pre-school. Taylor-Cox, J. (2003). Algebra in the early years? Yes.

Module 3 Clements, D., & Sarama, J. (2000). Young children's ideas about geometric shapes. Gould, P. (2003). Grasping space.

Module 4 Mulligan, J., Prescott, A., Mitchelmore, M., & Outhred, L. (2005). Taking a closer look at young students' images of area measurement. Rogers, C. (2019). A brief history of time measurement.

template

EDMA163 Assessment Task 2: Problem-Solving Folio Template

Please use this template to complete your assignment.

Replace the prompts with your own work.

Component 1: Module Readings (Reflections)

Include four module reflections.

You should use the same modules from Components 1 and 2. For each reflection, include:

A summary of the main mathematical ideas and key takeaways What you learnt about mathematics (not just teaching approaches) Your personal insights, questions, or connections to the module content These reflections must be your own work.

Module 1 Reflection

Write your reflection here...

Module 2 Reflection

Write your reflection here...

Module 3 Reflection

Write your reflection here...

Module 4 Reflection

Write your reflection here...

Component 2: Problem Solutions (Worked Problems)

Select four problems.

REMEMBER - You should use the same modules from Components 1 and 2. For each solution, include:

How you interpreted the problem (including assumptions) Where you started and why Which strategy you used and why (e.g., diagrams, materials, acting it out) Your reasoning throughout (including any changes in approach) Difficulties you faced and how you overcame them (e.g., collaboration, online research) Any extension or further exploration of mathematics Your goal is to convince the reader that your solution is correct or reasonable and clearly communicate your mathematical thinking.

Module 1 Problem Solution

Insert your full solution here (scanned, handwritten, or typed).

Module 2 Problem Solution

Insert your full solution here (scanned, handwritten, or typed).

Module 3 Problem Solution

Insert your full solution here (scanned, handwritten, or typed).

Module 4 Problem Solution

Insert your full solution here (scanned, handwritten, or typed).

Component 3: Critical Reflection (Approx. 500 words)

Write a critical reflection on your learning across the unit.

Include:

What you have discovered about mathematics and your own mathematical understanding Why mathematical understanding is essential for society and for your future teaching role How your prior ideas about mathematics were challenged, clarified, or confirmed APA 7th edition referencing (in-text and reference list) must be used.