Caleb uses numbers

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Reflection - what these stories exemplify

Key competencies

Over the past three months, Caleb has demonstrated the key competency: thinking, as he learns that numbers have a purpose and that they are necessary in shopping. Initially, it was a huge step to identify the larger of two numbers; in the final story, he was realising how he could use that knowledge to purchase items in a shop and to decide whether he had enough money. Caleb also showed an ability to make a sensible choice when choosing an item to buy.

Caleb also showed perseverance and co-operation in his learning. He asked for his answers to be checked and asked to participate in shopping activities. He was prepared to continue working on problems he found difficult until he got them correct (managing self). Caleb enjoyed participating in authentic contexts, such as shopping, with his ORRS teacher and peers.

How might these stories strengthen Caleb’s identity as a learner?

Caleb is showing greater confidence in his knowledge and use of numbers and is now asking for more occasions to practise his developing skills – buying eggs (agency). To date, most of the learning has been within the classroom but Caleb has been able to see how his knowledge could be useful elsewhere – at the shops (breadth). He has had many opportunities presented in different ways, (concrete sets, numerals, money, and a trip) to practise his IEP goal of ordering non-sequential numbers to 10 (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 mathematics and statistics

This learning is focused on numeracy stages 1 to 3. Caleb is learning how to say, read, and write counting sequences up to 10. He is identifying, with greater accuracy (7 out of 10 times), the larger of two numbers up to 10 and is realising the usefulness behind such knowledge (shopping). Caleb will require more consolidation before his goal is achieved, as he is still unable to order three numbers despite continued practise throughout this sequence of stories.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

The teacher has created a supportive learning environment by having high expectations for Caleb. She encourages him to reflect on his learning and to celebrate his achievements. The teacher never gives up and is always seeking new ways forward with Caleb’s learning.

Caleb has been given a lot of repetitive practise and a range of experiences to learn more about numbers up to 10 (providing sufficient opportunities to learn). He has enjoyed the practical application of the lessons provided by the teacher and has shown enthusiasm towards his mathematics (enhancing the relevance of new learning).

Reflective questions for the reader

“How can I present information in new ways to keep a student interested?”

“What are the practical skills around the goal the student will need as they get older?”

“How does a student show me what she or he knows and can this knowledge be shared and used with the other children in the class?”

Useful resources

Mitchell, D. (2008). What really works in special and inclusive education: using evidence-based teaching strategies. Abingdon [England]: Routledge.

Wright, R. J., Martland, J., A.K.Stafford, & Stanger, G. (2002). Teaching number: advancing children’s skills and strategies. London ; Thousand Oaks, Calif.: P. Chapman Pub.

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