Primary School Teaching Numeracy

   Reflecting on the Curriculum Narrative is an appropriate genre for these assignments as it allows reflections to occur in the past, present and future; it allows reflection from different perspectives (you, other teachers, students); it allows embedding the student-student interactions; it allows the phases of the reflective process (i.e. documentation, analysis, consolidation, redirection) to ebb and flow as your reflections develop. Your audience (professional colleagues and online peers) would relate to a rich and reflective narrative. Narrative also allows the contextual details (whether based on a current professional experience or on another pertinent educational experience) to emerge as the reflection on the activity unfolds. As you reflect and enrich your design you will support your teaching decisions thoughtfully through student responses and through the literature (specific criteria, principles, guidelines, etc.) about how learners learn best and which pedagogical approaches can be most responsive to the wide variety of student needs. The Productive Pedagogies and the EfTL (SA) frameworks are very responsive and are likely to work for your context. Use the Mason and Johnston-Wilder’s non-numeric categories (e.g. stressing vs ignoring) in Chapter 4 to explore more options about how your students can demonstrat

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