Education – Mathematics | Report

Running head: EDUCATION - MATHEMATICS 1
Education – Mathematics
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EDUCATION - MATHEMATICS 2
Introduction
The report involves a discussion of the various groups of learners when teaching
mathematics. They include a large number of boys, aboriginal students, and one talented student.
The main concern of discussion is the special attention that should be paid to these particular
groups of learners. Besides the strategies for teaching, these groups of the learners are well
illustrated in the report. Lastly, the report addresses practical classroom activities concerning
each group of learners.
Section A: Literature review of the learner group and their diverse needs in the
mathematics classroom
Learning group: boys
A class of boys’ proportion 15 out of 22 students needs a lot of attention and concern
from the teacher teaching sharing and grouping langauge in mathematics. In order to cater for
the attentined needed by the boys, the teacher should come up with the proper strategies for
teaching mathematics. In general, boys are aggressive, active, humorous and reactive, especially
during the teaching time. The teacher should identify the behavior of the boys within the class to
choose the strategies to be applied in teaching mathematics (Schifter & Fosnot, 2019). The
mathematics subject is not more of a theoretical but practical subject that needs more interaction
between the teacher and the student. In this case, some strategies should be applied in this type of
class having a big proportion of boys. The teacher should use to make sure that all boys
understand the multiplicative strategies from MuS2 to MuS4. In the case of the boys, the
following are the strategies that the teacher should use.
The boys need teamwork for them to learn from others. This can be catered by the
collaboration of the teacher and the boys in a mathematics lesson. The teacher discusses the goal

EDUCATION - MATHEMATICS 3
of mathematics in National Numeracy Learning Progression. The teacher links the boys together
to make sure they all work within their capacity in solving the National Numeracy Learning
Progression as mathematics outcome in K-6 NSW maths syllabus. In this case, the paring of the
students is applicable (Apple, 2017). This applies when the teacher links the bright boys in
mathematics with the poor ones. By so doing, the teacher makes sure that the bright boys help
the less fortunate students understand the grouping of the objects. Moreover, the boys need to
collaboration in their mathematics talk. This can be catered for by encourage them to be open
with any challenge they are facing. This should be supported by the close relationship between
the teacher and the large number of boys.
Moreover, boys need continuous assessment evaluation. This can be catered for by
involving the formative assessments that are developed to make sure that they understands new
National Numeracy Learning Progression as mathematics outcome in K-6 NSW maths syllabus.
The boys should be guided on how they should plan for mathematics (Diković, 2019). In this
strategy, the teacher should offer quick test questions to boys. This is the best way to cater for
their needs. This is because the teacher will know boys straggling in basic concepts in
mathematics grouping of objects. This should be approximately a five minutes question test to
confirm if the boys have mastered the National Numeracy Learning Progression in mathematics
and grouping technique of objects.
Learning group: Aboriginal students
Aboriginal students need special treatment when teaching them mathematics. The teacher
should cater for this by teaching these four students in simple way possible to undertstand
National Numeracy Learning Progression as mathematics outcome in K-6 NSW maths syllabus.