Assessment 1A: Report Of Mathematical Observations Assignment Sample

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Introduction - Report Of Mathematical Observations

Application of technological and mathematical content in playful learning is significant as it promotes deeper understanding, problem solving skill and positive attitudes among children. For students seeking help writing assignments on early childhood math education, this analysis provides key frameworks. The assessment sheds light on two provided videos such as “reusing milk containers and discussing butterflies marking”. The report highlights observation and analysis from these videos along with identification of technical and mathematical contents. The assessment also focuses on teaching strategies by considering these videos. Lastly, the study deals with simple follow-up activities that might extend mathematical learning.

Observations and analysis

Reusing milk containers

Assessment 1A: Report Of Mathematical Observations Assignment Sample

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The video regarding “reusing milk containers” has effective anecdotal observations as there are various examples of anecdotal observations such as looking at milk containers, stripes and clues. Moreover, children also are looking at each other and this can be considered as anecdotal observations. A child also shows her messy hands to the teacher and other children also looked on this matter, this is also an example of anecdotal observations in this video. As per the view of Mastikawati et al. (2022), anecdotal observations is an important consideration for childhood education as it helps in authentic assessment of students in order to enhance cognitive behaviour among children. In this video, children are helping each other in making doorbells from milk containers, is also an example of anecdotal observations. Thus, the video has anecdotal observations that might be useful for further development of children.

Discussing butterflies marking

The video regarding “discussing butterflies marking” shows examples of anecdotal observations as a child is looking at another child when another child is talking about butterflies. Moreover, all children are looking at the tab that demonstrates butterflies and this is also an example of anecdotal observations. In the view of Rosyadi, Baharun & Asiya (2021), using anecdotal observations in children's education is useful for developing cognitive behaviour and better management of inclusive education. In this particular video, children are looking at the teachers while demonstrating butterflies and a child is touching her mouth; these are also examples of anecdotal observations. Therefore, it can be analysed that the video has anecdotal observations that can be applied for children's education.

Identification of the technological and mathematical content

Reusing milk containers

The video regarding “Reusing milk containers” has effective utilisation of mathematical contents as the video delivers a guidance about counting to children. In this video, children focus on counting milk containers that are about 7 and children also say that there is a requirement of 10 containers for making doorbells. This is an example of mathematical content in children’s education. As stated by Schaeffer et al. (2021), using mathematical content in children's education is useful for developing maths related knowledge and removing anxiety. The video also uses interactive multimedia content as technical content. The teacher is using a quiz among children regarding milk containers and doorbells that can be considered as interactive multimedia content as technical content for children’s education. Thus, it can be said that the video has effective utilisation of both mathematical and technical contents for children learning. 

Discussing butterflies marking

The video about “Discussing butterflies marking” also has mathematical and technical content in children's learning. In this video, the teacher is asking and talking about the size of butterflies that can be considered as mathematical content. On the other hand, it has been observed that the teacher is using a tab for butterflies marketing and the use of technical devices can be considered as technical content. Children in this video demonstrate that butterflies are big creatures and they have big eyes that also can be classified under mathematical content. Therefore, the video has appropriate application of mathematical and technical contents for children’s education.

Determination of teaching strategies

Reusing milk containers

The video about “reusing milk containers” has effective application of children teaching strategies such as active learning and inquiry based learning related to mathematical teaching. According to Theobald (2021), effective teaching strategies for children’s education is significant for reflective teaching and development of self-regulation along with motivation. In this video, the teacher is asking about milk container numbers to children and this can be considered as inquiry based learning as it helps children to explore and research topics mathematically. Children are making doorbells from milk containers and this can be considered as an active learning strategy related to maths as children say about 10 containers are needed. This teaching strategy is useful for “hands-on activities and interactive exercises” that might enhance knowledge and motivation among children regarding maths.

Discussing butterflies marking

The video regarding “discussing butterflies marking” also has effective utilisation of teaching strategies such as “using manipulative” and “visual lessons”. As stated by Munna & Kalam (2021), an effective teaching strategy is significant for developing teaching effectiveness and learning capacity. In this video, the teacher is using a technology that is a tab for providing information about butterflies to children. This can be considered as “visual lessons” teaching strategy as a technology is used for understanding size of butterflies related to maths. The video also has a “using manipulative” teaching strategy due to application of a technical device that shows pictures of butterflies. This teaching strategy is also related to mathematical learning as children can identify butterflies size and number of eyes through pictures. The “using manipulative” teaching strategy might be useful for developing new ideas about maths among children due to application of visual aid.

Simple follow-up activities

An effective follow-up activity for extension of mathematical learning observed in these videos might be “counting”. The teacher can apply counting activity in the context of “reusing milk containers” videos for developing math skills among children. Children can count milk containers and the number of doorbells that can be made from containers in order to develop a mathematical learning approach. In accordance with Levine & Pantoja (2021), mathematical learning approaches are useful for developing maths skills and attitudes among children. On the other hand, the teacher of “discussing butterflies marking” can apply counting activity as children can learn maths through counting butterflies numbers. Thus, counting as follow-up activity might be useful for developing mathematical learning observed in both videos.

“Measurement” might be another simple follow-up activity for developing mathematical learning observed in these videos. This activity might provide an opportunity to children of “reusing milk containers” to measure the amount of glue for making doorbells from milk containers. This might extend mathematical learning approaches for teachers as measurement can develop maths skills among children. According to Cui, Zhang & Leung (2023), an appropriate mathematical learning approach can enhance parents’ educational involvement to improve children’s mathematical achievement. The teacher can apply measurement activity in “discussing butterflies marking” to help children measure units of butterflies contributing to development of maths ability. Therefore, measurement might be an effective follow-up activity for extension of mathematical learning observed in two videos.

Conclusion

It can be concluded that examples of anecdotal observations are present in both videos that might be used for developing children’s education through improving behaviour. The “reusing milk containers” uses mathematical and technical contents properly as the teacher motivates children in counting and also uses question-answer. On the other hand, “discussing butterflies marking” also uses both mathematical and technical contents as the teacher helps children in evaluation of butterflies’ size and uses a technical device for demonstration. In both these videos, proper teaching strategies have been utilised that are related to mathematical learning such as “using manipulative”, visual lessons and active learning”. Counting and measurement might be effective follow-up activities for both “reusing milk containers” and “discussing butterflies marking” videos in order to extend observed mathematical learning approaches.

References

• Cui, Y., Zhang, D., & Leung, F. K. (2023). The influence of parental educational involvement in early childhood on 4th grade students' mathematics achievement. In Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences (pp. 113-133). Routledge. https://hub.hku.hk/bitstream/10722/285513/1/Content.pdf?accept=1
• Levine, S. C., & Pantoja, N. (2021). Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review, 62, 100997. Retrieved on 13th February, 2025, from: https://files.eric.ed.gov/fulltext/ED618458.pdf
• Mastikawati, M., Baharun, H., Wahid, A. H., Solehatin, S., & Adawiyah, R. (2022). Strengthening early childhood learning outcomes through authentic assessment of students. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4547-4556. Retrieved on 13th February, 2025, from: http://risbang.unuja.ac.id/media/arsip/berkas_penelitian/19_VwA3mEn.pdf
• Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1-4. Retrieved on 13th February, 2025, from: http://www.humanistudies.com/ijhi/article/download/102/85
• Rosyadi, B. R., Baharun, H., & Asiya, D. (2021). Inclusive Education Management in the Development of Cognitive Intelligence of Children. Al-Ishlah: Jurnal Pendidikan, 13(2), 1057-1067. Retrieved on 13th February, 2025, from: http://journal.staihubbulwathan.id/index.php/alishlah/article/download/538/396
• Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2021). Elementary school teachers' math anxiety and students' math learning: A large‐scale replication. Developmental science, 24(4), e13080. Retrieved on 13th February, 2025, from: https://cogdevlab.uchicago.edu/files/2017/01/SchaefferRozekMaloneyBerkowitzLevineBeilockINPRESSElementarySchoolTeachersMathAnxietyandStudentsMathLearningALarge-ScaleReplication.pdf
• Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. Retrieved on 13th February, 2025, from: https://www.researchgate.net/profile/Maria-Theobald/publication/351610766_Self-Regulated_Learning_Training_Programs_Enhance_University_Students%27_Academic_Performance_Self-Regulated_Learning_Strategies_and_Motivation_A_Meta-Analysis/links/64b51e72c41fb852dd7d62f1/Self-Regulated-Learning-Training-Programs-Enhance-University-Students-Academic-Performance-Self-Regulated-Learning-Strategies-and-Motivation-A-Meta-Analysis.pdf