An Analysis of Supporting Student Mathematics Learning in Education

This report delves into the critical aspects of supporting student mathematics learning, focusing on the role of numerate individuals and educational support workers. It examines the importance of fostering a positive learning environment and employing creative teaching methods, such as interactive ...Read More

Supporting students mathematics
learning

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
(a) Role of being as a numerate...................................................................................................3
(b) Educational support workers: ...............................................................................................4
(d) Measures to support mathematical learning of the students..................................................7
(e) Suggestion/recommendation:................................................................................................9
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Learning is very pro-active in education world right now. This has become prominent and
important to pursue learning to become effective along with especially for students and also
children to pursue knowledge or kind of learning into the sector of mathematical and increasing
numeric (Lampert and et. al., 2013). In the current scenario, mathematical has been grown at a
longer and optimised stage to enhance efficiencies for students to pursue efficiencies to be put in
their own major learning process. This report will be carried on the perspective of education
support worker' to identify and support children's and students, who are pursuing maths or wants
to pursue full-fledged learning in this specific sector of the learning,
MAIN BODY
In a current period of time, mathematics is one of the required subject or concept to led
students or people think analytically or as a numerate to support solving various critical issues in
a given period of time. This is playing a necessary role in making students a numerate, whose
passion is to play with number and with major preference to calculation in order to ascertain
results with an effective results or outcomes (Mata and et. al., 2012). For people who wants to be
numerate, this is role and necessary to have common way of communication and interest in
asking any kind of issues in mathematics to educational supporter to make it effective to led
effective results in given period of time. In working under numeracy, there is a major role of
generating numeracy at a bigger level to accomplish defined results to make it effective to pursue
any kind of specific career as a numerate. Numeracy has led an individual to develop their to
grow their ability to work with major and critical efforts to gain desired role in the period of
time. Also, this has made people to think with critical evaluation, numerically along with the
empowerment of the strategic thinking in order to make suitable results or building career in that
field.
(a) Role of being as a numerate
Numerate is one who plays with number and specialised in that context. Person who have
major competencies to play with number are having capability to led development of the other's
in order to make them perfect and competent in that field to led effective working and info based

curriculum. This is a responsibilities of the society to aid students who are learning numericals,
maths and being want to be numerate with an effective and controllable to develop a kind growth
in their numeracy based learning (Turner and et. al., 2012). In context with Australia education
system,
ACTAC stands for Australian college of teacher aides and childcare. ACTAC is a
specialist provider of teacher aide course based services and providing childcare courses to those
who wants to work with children in given new level of knowledge or kind of an information.
ACTAC has been founded to provide early accessible along with support of an affordable access
to industry leading childcare or students courses like the CHC30213 Certificate III in Early
Childhood Education and providing Care up to the CHC50113 Diploma of Early Childhood
Education and also providing the Care and teaching aide courses such as CHC30113 Certificate
III in Education Support and also CHC40213 Certificate IV in Education Support. Its major is to
led students provides not only level of practical learning needed for professional care and support
of education, but also led students being equipped students with skills of being working as a kind
of employer who are majorly looking for it.
This units has facilitates students to support in their efforts to learn mathematics based
learning or enhancing the knowledge in that context (Kearney and Maher, 2013). As, this units is
highly focused towards building career of the students, who wants to pursue their career in
mathematics and also priority is to raise suitability for building scenario for their own career
building and led effective learning into the development of an individual on an utilised basis.
Aide course CIV is provided to teacher's who are highly existed to work with students who are
numerate or might be wants to be pursing their learning or kind of a major understanding into a
process of learning or increasing source of knowledge in that area.
(b) Educational support workers:
While working under this role, it is necessary for me to increase roles and confidence of
the students who are numerate and my role is to motivate them to enrich their efficiency and
productive while into the process of pursuing new things (Shin and et. al., 2012). As an
educational worker, it is necessary task to judge knowledge and also what kind of learning
mainly kids and students are pursuing in context of numeracy to get effective and leading efforts
of them to build their efforts to learn more and more numerical aspects, so that they would learn

matter over about creating role of critical evaluation and also empowerment of the major
learning situation. For new students who wants to become numerate, it is necessary and pro-
active for them to led effective development of new joiner's and also facilitates to develop their
skills, competencies and ability in context of encouraging their uniqueness, so that they could do
learn mathematics with high level of efficiency and growth towards an increment of their efforts
to make them able and competent to learn new and effective formula's of the numeration role or
process (Kelly and et. al., 2015). The role of this individual is to enhance confidence of the
person to build functioning related to the generation of the numerical efficiency at a greater and
utilised stage to led motivation of an individual to grow their career expectancy at a greater and
utilised level of stage for generating of work based role or kind of major motivation.
In order to declare students as a numerate, it is necessary and pro-active to do brief type
of the research on getting the proper and curriculum understanding of how of mathematics or
numeracy can be build in students, so as in order to develop their uniqueness and power point of
the usage of numeracy into an individuals students to get develop outcomes and results in a given
point of time. As a educational support worker's, there are various several option which can be
adopted to motivate students to know whether they are numerates or not. The explanation over
the given to strategies are as follows:
Creation of an effective class opener: In schools, it was noticed that, in any lecture of
the Maths subjects, there is first five minutes of an interaction with person who will open an
entire role of working as a numerate. Educational support worker can act as an teacher to give
some moral lesson to an individual students. In this, first five of the class session will be set for
setting up of an entire lesson (Sullivan and et. al., 2015). In this an agenda is requires to be set to
what will b teach in that session and also how it will be measured at the end of the course work
conducted. After this, teacher's are required to set goals for what will be taught in the next
session of the subject. Practical learning is very necessary in context of giving numeracy based
learning and also this cannot be taught with a help of organised video lecture or oral learning.
Introduce topics with creative method: In order to bring numeracy power in the
children, this is necessary to bring their matter of interest in numeracy by the providing to them
methods or techniques related to the counting, sorting of the number blocks, Abacus along with
led them to solve numerical based puzzles. This way of learning is motivate children to be away
from fear of maths in future along with increasing their future efficiency to enhance learning

capacity in context of number or practicability. Abacus is a way to grow a way to built info and
knowledge of number in little child, so that a level of interest, would be built in that kid mind. It
was realised that teenage kid are more likely interested in playing with blocks, boxes, numbers
and also led effective command over the matter of getting exposure over how abacus works in
order to get suitable learning for children (Kiemer and et. al., 2015).
Solve numeric problem many ways: To bring effectiveness in children regarding
solving problems related to numbers or maths, this is an opportunity to understand their
problems for what context they are facing of the major issues and also it can be solved. There is a
need of way of talking to the children to solve their major issues & problems in the mathematics.
As, they are into primary ways of an learning, hence, in that condition, it is necessary to let them
away from burden of heavy numbers or formula's.
Enhance their potential to do learn in future: Children's or students who are in stage
of maturing and growing, this will be unfavourable for them to be given burden of about
forcefully doing the maths based issue and problems. In primary stage, it will be not as an act to
give children a knowledge of about how to deals with the number's, this is a stage, they are
expected to learn things about scenario around them (Chang and et. al., 2012).
After this, its very necessity to enhance ways in which students learn new things or
context related to numerical or mathematics based problem or issues in given point of time.
Especially in context of kids, this is highly prominent to do continuous evaluation or bringing
any change in mathematics learning to little children, in order to enhance their learning and
gaining new and creative things, so that they will feel positive and also more inclined towards
learning new concepts related to mathematics and numerical based problem or issues for given
point of time.
(c) Making and implementing current changes in mathematical learning:
In the current period of time, this was realised that, It is necessary to develop ways or
kind of manner through which numerical accuracy of the students can be develop or manage to
grow it at an effective manner to led increase in their performance accuracy to grow suitable
outcomes in given point of time. In context with students maths learning, there are various
changes, which are required to be made are as follows:
Bringing use of tools & techniques: In this context, this is highly pro-active to use
technological in learning maths such as visualise of the number's, role of e-blocking, touch

screen based solving number's problem, so that children or students will not feel any kind of
stress using of the traditional ways of learning (Rittle-Johnson, 2012). Through use of education
apps for making maths learning more easy and pro-active, hence in that condition, it will led
children to learn more and more with just spending minimum amount on their technological.
Learning of the maths terms or problems can be solved with support of technological learning
with support of e-devices along with support of formal learning and appreciation.
Learning with respect and patiences: When children's are in age of less, this is
necessary to treat them with pride, respect and patiences, this is why because they need to grow
further to learn more and more thing in given period of time. When dealing with number, it is
pro-active and also necessary to enhance interest for learning maths formula's and definition, in
case of any kind of examination arises in their learning period of time.
Level of moral & inspiration: In context with mathematics learning, this will be pro-
active to generate a sense of moral & inspirational support for an individual students, before they
are going to face maths based issues during their effective and compulsive coursework to get
higher and higher learning into the future along with finding of the suitable results out of the
given learning scope or level of knowledge or learning.
These are majorly some of the major ways by which mathematical learning can be
enhanced and also encouraged for future based learning in context of building sense of the long
live and also a comprehensive or pro-longed maths learning to led growth in ascertaining
numerics in given point of time (Durkin, 2017). In context with maths based learning, this is
necessary and also pro-active to use certain innovative level of learning which will be started
with the help of supporting person or entity. After this complete analysis, it was realised that,
students who are gaining major knowledge and information is context of the maths are in need of
source of major energy to led growth and development of the maths learning in an effective
manner.
As an education support worker, this is very prominent and also pro-active to generate
relevant and suitable information with support of the pro-active scenario to provide a student to
raise own source of needs and desires of learning new things or dealing with being as a
numerate.

(d) Measures to support mathematical learning of the students
From the all above analysis, this was realised that numerical based learning are still not
get an appropriate results out of the following and also they is no as such response over this. In
order to growth mathematical learning for students, primarily this is a pro-active step to first high
motivate them, inspires them, educated them and grow their moral inspiration to grow maths
over the given period of time (Devolder and et. al., 2012). As an education support worker, it is
necessary and prominent to grow a kind of positive and connected thought process for a learner
to enhance level of an effective and pro-active over the given point of time. In context with
supporting of the students learning for maths, there are several other strategies, which can be act
as solution for those who are mainly struggle with such issue or problem in order to grow their
source of learning of higher maths. The explanation over the different strategies to enhance
mathematical learning for the students are as follows:
Understand rather that memorise maths: It has been realised that students majorly
used to memorise maths concepts and formula's, which is not productive, as this all will be
remind for limited period of time or might be some hours. In this context, this will be fruitful to
understand each and every concept of the maths such as Algorithms. Oral understanding is not
more results based, as there is a need of pen and paper to generate a source of pro-active learning
to gain given targets and objective from learning at a given point of time. Understanding with
support of the pen and paper is productive way to memorise all kind of formula's to support
students to learn mathematics for longer period of time.
Math Is Not a Spectator Sport, Get Active: This will be more pro-active, if maths will
not be treated as game of spectating, but it required a process of the active attention and also a
source of mind concentration, so that students shall learn understand mathematics with pro-
active efforts along with contribution of connected people such as peer, friends, family etc., in
outcomes based learning out of the mathematical based learning. Mathematics is need to be done
with support of focus and active looking, so that its curriculum output will be arises in an
effective point of time (Fien, 2013). This has been also realised learning of the mathematics to
the students needs to be dine with own interest or level of choice in order to save time and
money behind this.

Also, mathematics is a coursework which are majorly taught at all the level of learning
platform such as school both primary and secondary with use of tutor, who has higher level of an
understanding and knowledge level to enhance business outcomes into the given point of time.
Practice, practice and practice: Mathematics is a subject with formulation and also
regulation of the daily basis practice by the students, so that they would not feel any kind of
pressure and burden during time of learning or big process. While doing practice of maths, pen
and paper based learning is necessary to have along with enhancing its outcomes into the given
period of time (Richland and et. al., 2012). Without support of pen and paper, it will not be
possible to get learning outcomes from the students and also It would be difficult to get perfect
learning by the students for future based preferences over the subjects.
Explain and question: While doing the practice of mathematics, student must get
relevant and suitable explanation about concept, theories and formula's of the trigonometry,
algebraic equation and rational number and then must also go for questioning round in order to
solve their queries. With the help of this, students would get solutions of their own problem and
they will get suitable opportunity to solve in minimum period of time (Wilson, 2013). In context
with education support worker, this is mine duty to co-ordinate with tutor's, so that student would
get right solution of their mathematical based problem or issues. Hence, there are relevant
suggestion need to be taken care.
(e) Suggestion/recommendation:
In context with mathematical based learning, it is necessary to have contribution of both
students and education support worker to develop an actual learning in context of this on higher
and organised basis. Students must be focus on using of the pen and paper to solve maths based
queries and issue in given point of time. Also, this support worker's needs to have suitable way
of communication with students, so that students must feel comfortable while at a process of
learning the mathematical formula for the given point of time. Formal roles and manner such as
with support of the classroom, tutor involvement and using of the learning based tools and
techniques to led effective learning to enhance knowledge and information with major suitability
to get it effective.

CONCLUSION
From the above report, it is concluded that mathematical learning has highly contributed
into bringing knowledge and information of the numerical in an effective and co-related way in
order to develop its suitability for future learning. Mathematical learning will be resulted with
support of adequate planning, strategic formulation and controlling down on its priority and
sustainability, which says that how long it will go and also. Using of learning tools will help
students to learn numeration for longer period of time.

REFERENCES
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mathematics. British journal of educational technology. 43(4). pp.540-560.
Kearney, M. and Maher, D., 2013. Mobile learning in maths teacher education: Using iPads to
support pre-service teachers’ professional development. Australian Educational
Computing. 27(3). pp.76-84.
Turner, E. E., and et. al., 2012. Promoting equity in mathematics teacher preparation: A
framework for advancing teacher learning of children’s multiple mathematics knowledge
bases. Journal of Mathematics Teacher Education. 15(1). pp.67-82.
Mata, M.D and et. al., 2012. Attitudes towards mathematics: Effects of individual, motivational,
and social support factors. Child development research. 2012.
Lampert, M., and et. al., 2013. Keeping it complex: Using rehearsals to support novice teacher
learning of ambitious teaching. Journal of teacher education. 64(3). pp.226-243.
Durkin, K. and Rittle-Johnson, B., 2012. The effectiveness of using incorrect examples to
support learning about decimal magnitude. Learning and Instruction. 22(3). pp.206-214.
Chang, K.E., and et. al., 2012. Embedding game-based problem-solving phase into problem-
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Kiemer, K., and et. al., 2015. Effects of a classroom discourse intervention on teachers' practice
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Sullivan, P., and et. al., 2015. Supporting teachers in structuring mathematics lessons involving
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Richland, L.E., and et. al., 2012. Teaching the conceptual structure of mathematics. Educational
Psychologist. 47(3). pp.189-203.
Basham, J. D. and Marino, M. T., 2013. Understanding STEM education and supporting students
through universal design for learning. Teaching Exceptional Children. 45(4). pp.8-15.

Wilson, P. H., 2013. Learning trajectories in teacher education: Supporting teachers’
understandings of students’ mathematical thinking. The Journal of Mathematical
Behavior. 32(2). pp.103-121.
Doabler, C. T. and Fien, H., 2013. Explicit mathematics instruction: What teachers can do for
teaching students with mathematics difficulties. Intervention in School and Clinic. 48(5).
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Online
7 Steps for a Better Math Performance, 2018. [Online]. Available through:
<https://www.thoughtco.com/steps-to-doing-well-in-math-2312095>