according to the feedback to editing the grammar and rewriting the part of recommendation/suggestion.
For suggestion, only for the child you observed. not all the children. focus suggestions on EVERYDAY activities in a range of settings that foster young children’s mathematical thinking and reasoning and appropriate pedagogies for parents as well as for educators.
About this assignment: The aim of this assignment is to help you to research and understand young children’s mathematics thinking through observations of children’s activities in two different contexts. One context must be the Foundation Detour section of the Mathematics Assessment Interview. The other context may be a home, playgroup, outdoor learning area, shopping centre, or childcare centre.
Please separate your paper into two main sections, one per context. In each section, you must address the following aspects: Description of the child and context in which the mathematics thinking was observed (e.g., others who were present, the setting, any background information leading to the activity you observed). Description and analysis of your observations and evidence of the child’s mathematics thinking, detailing the specific activities observed and the concepts explored, relating these to the relevant mathematics curriculum strands. Explanation of the extent to which you perceive that the activities and interactions that you observed enhanced, or not, the child’s mathematics thinking and learning. Provide evidence to substantiate your comments.
Useful suggestions and advice, based on your findings and relevant professional reading, to support mathematics learning for the observed child. Focus your suggestions on everyday activities in a range of settings that foster young children’s mathematical thinking and reasoning and appropriate pedagogies for parents as well as for educators. As a researcher, you must take detailed observational notes about the conversations and interactions in both contexts, as data to support your evidence of children’s mathematical thinking.