Tayla Corrigan

Irini Kefalianos
Jemma Matthews

Portfolio: Inspirations for Using and Exploring Mathematics in the Classroom

Primary School Focus: Years 2-4

Mathematical Focus: Algebra

Algebra is our chosen mathematical focus. Will Windsor (2011) highlights the importance that by
establishing an algebraic perspective of problem solving it acknowledges that students can adapt their
ways of thinking, they can express mathematical generalisations and it can provide an entry to algebraic
symbolism that is meaningful(p. 8). We believe it is vital for teachers to demonstrate and incorporate
algebra from the early years, so that they can develop a relational understanding of algebra concepts
and create meaningful mathematical experiences for years to come.

Open Task/Question

Tayla Corrigan
Irini Kefalianos
Jemma Matthews
Open Tasks for Investigation

Alternatives to prompt children having

difficulty engaging

=
+

Alternatives to extend children further

+
Roll one 9 sided die.

Roll two 9 sided die.

Place one number in the first red
box and the other in the second
red box.
Find 4 other possible equivalent
equations by adding different
numbers in the remaining black
boxes. Then roll the die again to
get your next 2 numbers.
Possible solutions if they rolled a
6 and a 4
6+3 =4+5

6+2=4+4

6+5=4+7

6+4=4+6

6 + 8 = 4 + 10

6+6=4+8

Place that number in the first red box.

Find two other numbers that when
added together give the answer in the
red box. Make the number sentence
equivalent.
Possible solutions if they rolled an 8 or
a9
8=4+4

9=8+1

8=1+7

9=7+2

8=2+6

9=6+3

8=3+5

9=5+4

+
x
/

Using the four operations- addition,

subtraction, multiplication and division you
will need to create your own equivalent
open number sentences. Choose a different
operation for each side.
*You could create an equation where you
leave one box blank for a partner to have a
go at.
Possible
Solutions
6+4=5x2
3 x 2 = 12 / 2
10 - 4 = 10 / 2
6 x 2 = 18 - 6

2.5 This openended task

demonstrates my
understanding of
numeracy
strategies to
support a diverse
range of abilities.

A quality mathematics game or activity that focuses on the mathematics being explored. Include a full description of the
game/activity, with a brief explanation [approx. 200 words] of how the game/investigation assists student learning of the

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

concept(s);

Building a pattern using matchsticks

Equipment: matchsticks, pencils
Activity to be done individually and will be explained on the whiteboard with diagram.
Here is a sequence of squares with a side measuring 1 matchstick, 2 matchsticks and 3 matchsticks

2.2 This activity

demonstrates my
knowledge and
understanding of an
effective algebra teaching
sequence to challenge
and develop students

Now its your turn to try this pattern

1. Create the next two squares of the pattern.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

2. We know that the perimeter of a square is the distance all the way around so complete the table to show the perimeter
of each of the squares

1. Here is a table to complete to show the perimeter of each of the squares.

Length of one side of square in matchsticks

Perimeter is square in matchsticks

2
3
4
5

1. In the table there is a pattern, try and find the perimeter of a square with sides 6, 7, 8 matchsticks.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

Extension: only if students finish early

Students will work in pairs and must find another pattern in the table. This certain pattern is connected to the length of the
side of square to its perimeter.
Is there a rule?

Can you write it in words?

This game can assist students with understanding diverse types of patterns and also observing a relationship between
definite patterns by placing them into a table to make connections. By placing data on a table, students will notice a
pattern and find it easier to comprehend that numbers create patterns of numbers. Students will be
2.1 This demonstrates
able to visually share what is going on in this pattern and sequence with their peers. In this activity
my knowledge and
students must find the visualised growing pattern of matchsticks and must continue the pattern and
understandings of the
express it in a numerical sequence within the table.
key concepts of
Students must also find a general rule in words which they have found based on the pictures and
the table. In this activity students will be able to develop reasoning skills and make logical guesses,
which they must test out to find the correct response. By participating in this activity, students will
develop rules to describe a pattern and have a strategy to work out the chosen pattern. (180 words)

Algebra and teaching

strategies to support
student learning.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

A quality activity that uses ICT (ipad, calculator, IWB, computer etc) to help construct conceptual understanding in your
chosen area, with a brief explanation of how the game/investigation assists students learning of the concepts.
According to learning from and learning with ICT provides a very effective conceptual framework when integrating ICT into
teaching and learning. Students must learn mathematics with understanding, actively building new knowledge from
experience and prior knowledge. Research with technology and mathematics (Ellington, 2003) has shown that the
pedagogical role of tool use should not be underestimated. Effective teachers maximize the potential of technology to
develop students understanding, stimulate their interest, and increase their proficiency in mathematics. (National Council
of Teachers of Mathematics, 2008).
According to (Goos, 2010), learning mathematics is as much about doing, as it is about knowing (p.67). A focus on
reasoning and strategic problem solving activities leads to a conceptual understanding of the topic. Thus, the activity
chosen for our portfolio was an iPad app Your Teacher Algebra. This app replicates classroom mathematical experiences
with video examples, interactive problems, challenge problems, multiple-choice quizzes, practice worksheets and review
notes. Additionally, feedback is given to students immediately through thorough explanations. This highly interactive and
engaging app caters for learning diversity, providing every student with personalized learning experiences. Furthermore,
this app replicates a math classroom environment so students are able to access this app at home to receive the same
support.
Students love to play with iPads, but even more importantly, the iPad can become a functional tool for learning and
practicing skills in mathematics. While this application can help students enhance their performance on basic skills,
learning with technology additionally facilitates the learning of higher-order thinking. Technology can alter the nature of
school mathematics by engaging students in more active mathematical practices such as experimenting, investigating and
problem solving that bring depth to their learning and encourage them to ask questions rather than only looking for
answers (Makar & Confrey, 2006). (250 words)

Tayla Corrigan
Irini Kefalianos
Jemma Matthews
A photo from the local area that enables children to explore the mathematics under focus with some prompts and questions that lead
to mathematical investigation based on the photo. Include several examples of the types of answers you would expect students to
give.

Balanced Seesaw

The red cylinders each weigh the same. The orange balls also weigh the same.
The seesaw is balanced

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

What do you understand about the weights of the balls and the cylinders?
If you add an object to one side, will it still be balanced?
Some examples that students will give:
Students will see that both sides are equal sides as there are the same objects on each side.
Students may also state that it is balanced because the same weight on each side and if you take something away from
one side, it wont be balanced.
Students may also explain that for it to be equal, both sides must be balanced.
Students may link this idea to equivalence.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

A specific manipulative that can be used by the students to assist with learning in your chosen area of mathematics and
explain how the particular manipulative could be used to assist with the concept development.

Manipulative: Balancing Scales

Warren, Mollinson and Oestrich (2009) advise teachers to use concrete materials such as balancing devices and length
models to help in the explanation of equivalence in equations, as it allows children to get hands on and play with the
materials to show equivalence. It will also help children to express their own ideas of the equal sign and become more
familiar with using algebraic and arithmetic language. Using balancing scales with students will allow them to understand
that the equal sign means the same as and it will help them create equivalent equations. Students can use different size
weights to make both sides of the scales balance. They could then have a go at writing an equation to represent the
balancing scales, for example: 6 + 2 is the same as 7 + 1, which is 6 + 2 = 7 + 1. By doing this it will reinforce students
understanding of the equal sign.
Prompting questions (assist with understanding of equivalent number sentences)
- What is the balancing scale showing you?
- How can you made both sides equivalent? and what makes them not?
- What does the equal sign tell you about a balancing scale?
- Can you show me how you can make both sides of the scale equal to (insert any number)?
(203 words)

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

A learning experience that integrates mathematics with other disciplines, with an explanation of how it could be used to
assist students to see the relevance of mathematics to other areas of learning.
A learning experience for students that integrates mathematics into another discipline would be utilizing Attribute Blocks in
the art classroom to support children in understanding the relevance of mathematics in other areas of learning.
Focusing on patterns, the Thinking Kids Math Attribute Block cards are a fantastic way to incorporate hands-on learning in
the classroom and increase awareness of how mathematics can be relevant in the art classroom. Whilst Attribute block
cards are a colourful, exciting way to create familiar shapes, build critical thinking skills and develop visual discrimination
skills, they additionally promote problem-solving skills through recognizing patterns.
This modern teaching aid is an excellent opportunity to link math into an art lesson through investigating possible patterns.
Students are instructed to create as many different patterns as possible with a set of pattern blocks. Students are then
asked to use patterns that reflect tessellation. Students use these blocks for ideas to illustrate their own tile. Students
must use a form of pattern in the design of this tile. This activity will lead to students appreciating how patterns can apply
to other areas of learning. Working with patterns in the art classroom using pattern blocks will enhance students facility,
flexibility and familiarity with patterns. Working with patterns also allows students to develop logical reasoning skills, make
conjectures, and test their ideas about them. (Ibid, Mekk Roebuck, 2005). This knowledge can then be applied to working
with number patterns in that students will have a broader understanding of how to effectively make connections between
sequences and patterns. (205)

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

A task to use with a parent that informs them as to the types of learning experiences their children are engaged in relating
to the chosen content area, with an explanation of the everyday things they can do to support their childs learning.

Patterns
Materials: counters, matchsticks

Bellow there is 2 patterns

One is made using matchsticks and the second pattern is made with counters.
Work in pairs and each person in partner
group chooses to work with either
matchsticks or counters.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

1. Can you make the next 3 sequences in the pattern?

2. What is a number sequence that describes the pattern?
3. How many counters and matchers will be in the tenth sequence?
4. Find a partner and explain to each other how you got your answers. What was your Pattern? Was it the same?

Everyday ideas
Algebra is everywhere. Patterns can be found all around us. They are found in plants, butterflies and also our kitchen at
home is full with pattern from tessellated floor tiles to the borders. Algebra is also used in budgeting, food purchase,
clothing purchase. Measuring is also one of the aspects in algebra to work out square footage, cubic footage, angles
when building and also calculating the amount of materials to order, and when cutting materials to size.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

A rich assessment task that will give insights into students understanding of the mathematics concepts in your chosen
focus. Include an annotated example of a complete work sample, describing the information this assessment task gives
you as a teacher about the students learning.

Task: True or False (see appendix 1)

Work Sample:

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

Teachers need to focus on creating a relational understanding by looking for opportunities within their existing classroom
practises to engage students in conversations about the equal sign as well as to create opportunities intentionally (Knuth
et al., 2008, p.519). This will provide children with rich learning experiences that will help them be able to generalise their
mathematical thinking and express and justify their generalisations (Blanton, Kaput, 2003, 70). This task True or False
asks students to work out if number sentences are true or false depending on if they are equivalent. It allows students to
use their knowledge of the equal sign and their justification and reasoning skills, because once they have decided if the
equation is true or false they then need to be able to convince others of their decision. This task allows teachers to be
able to see if students have a relational understanding of equivalent number sentences in their justifications, and it also
allows teachers to see students mathematical thinking evident in their working. Using true and false number sentences
allows children to begin justifying their answers and providing generalisations about what they know. (180 words)

2.1 This demonstrates

my knowledge and
understandings of the
key concepts of
Algebra and teaching
strategies to support
student learning.

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

An assessment task to gain insights into affective aspects of learning (i.e., how the students feel about their learning in
this particular area of mathematics), with a brief explanation of the usefulness the information this assessment task gives
you as a teacher.
According to Stiggins (2005), motivation and desire represent the very foundation of learning. If students dont want to
learn, there will be no learning. If they feel unable to learn, there will be no learning. Affective variables such as students
attitudes, interests and values are important to teaching in that those variables typically inform future planning and
influence future student behaviour and performance.
Using an attitude test in the form of a Likert Scale would be an ideal form of affective assessment to attain how students
feel about algebra. A self-esteem scale would be an effective strategy to integrate into the classroom. Students will be
provided with a list of statements regarding how they feel about their personal learning in algebra. They will be asked to
rate how strongly they either agree or disagree with each of the statements by placing a tick in the appropriate box. Not
only will this form of assessment support student learning and improvement, it will certify the potential of individuals and
evaluate the effectiveness of teaching strategies.
2.3 This
This form of affective assessment data can improve academic achievement by positively
demonstrates my
impacting instructional strategies and interpersonal relationships with students. According to
understanding of
Popham, (2011), the reason teachers aim to promote positive attitudes toward learning is because
curriculum,
students who have positive attitudes toward learning today, will be inclined to pursue learning in
assessment and
the future. The affective status of students lets teachers see how students are predisposed to
reporting knowledge
behave subsequently. Furthermore, teachers assess dispositions in the hope of finding positive,
to inform how
productive attitudes, values, sense of academic self, or interest in particular topics, so as to take
students feel about
advantage of these and build on them to promote greater achievement gains (Stiggins, 2005).
Algebra.
Likewise, if assessment reveals negative feelings, then teachers are obliged to strive for
educational experiences that will result in the positive dispositions teachers hope for. (280)

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

Appendix 1

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

Tayla Corrigan
Irini Kefalianos
Jemma Matthews

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Precollege Mathematics Classes. Journal for Research in Mathematics Education. 34 (5), 433-463.
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Irini Kefalianos
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