Australian Curriculum Math

Mathematics is the core of our world. Mathematical skills are applied daily in a variety of personal, work and social contexts and often without knowing it. The Australian Curriculum: Mathematics offers students with vital numerical abilities and education under the six areas of the Australian Curriculum: Mathematics; Number and Algebra, Measurement and Geometry, and Statistics and Probability. The aim is to build the mathematical skills students require within their employment, community and personal lives. The proficiency strands are structured as Understanding, Fluency, Problem Solving, and Reasoning that define how content is developed and offer the language to assist in the developmental features of the education of mathematics. The Australian

84, they key to achievement in mathematics is revision in mathematics and terminology. Through my research on the What I Know About [WIKA] fractions activity (see Appendix G, pp. 32-33) I developed my knowledge and skills in number further by revising terminology such as mixed fractions, numerator, and denominator. Consequently, I was able to calculate fractions as conveyed in "Mathspace" (n.d.) set task (see Appendix D, p. 13) achieving a result of 86%. My understanding in number is depicted in the activity WIKA; Counting (Appendix G, p. 31), where I refreshed my memory that there is more than one way to count while achieving the same result. For example, by multiplying or addition. By learning about the concepts related to counting, such as patterns, I was able to recognise a pattern in addition and increased my understanding of the algorithms I used in solving the Thinking Time Problem 4 [TTP]; the handshake problem (see Appendix H, p. 41). As someone who enjoys maths, I appreciated the WIKA and TTP activities enthusiastically. They developed my problem solving techniques and terminology as I understood new concepts and my positive mind resulted in my determination to succeed. Furthermore, my experiences in number, are illustrated throughout my efforts on "Mathspace" (n.d.) in number revision (see Appendix D, p. 14-15) where I extended my numeracy skills in arithmetic calculations such as the BODMAS rule. In addition, my