Details Assessment Task Assessment Task 1: Journal entry Critically reflect and develop a journal entry that draws together understandings from the lectures, tutorial/ workshop activities, prescribed readings and other mathematics education research sources, and where possible, observations from professional experiences about the content area of Geometry explored in the unit. The journal entry must demonstrate critical reflection and a growing understanding of: (a) big ideas/key concepts of the content area; (b) students' misconceptions and difficulties when learning the content area; (c) teaching strategies and appropriate tasks (including materials and representations) that best support the learning of all students; (d) curriculum progression related to the content area as articulated in curriculum documentation; and; (e) implications for future early childhood and primary classroom practice Weighting: 20% Learning Outcomes: LO1, LO2, LO3, LO4 Submit aLearning Outcomes: LO1, LO2, LO3, LO4 Further information about AT1 Use of Artificial Intelligence: Pre-service teachers are not permitted to use any form of Artificial Intelligence (Al) when responding to this assessment task. Text generation, paraphrasing, or grammar and spelling Al applications are prohibited. Please note that Turnitin now detects the use of Al. This individual assessment requires you to submit one (1) entry about the teaching and learning of Geometry. It is an opportunity for you to demonstrate pedagogical reasoning in your reflections and connections that you will make between mathematical content knowledge (MCK), the connected pedagogical connect knowledge (PCK), and knowledge of theories and research associated with mathematics education. You should perceive this task as creating a "How to Teach Geometry Guide" where you focus on the important content to teach children and the most appropriate ways of teaching Geometry. The entry aligns with your learning of the content shared with you in EDMA500 through lecture and tutorial participation, engagement with readings, and activities outside contact hours. This entry will be a way of proving that you have engaged with the unit's content and that you are meeting the learning outcomes of EDMA500. In this assessment task, you must show that you have connected with the messages concerning the principles and practices of effective mathematics teaching as highlighted in EDMA500. You must present those messages in synthesised ways, paying attention to the assessment criteria. A template can be downloaded (link below) and used for this assessment task. You are encouraged to use this template as it is aligned with the rubric that will be used to assess your submission with this task. One (1) entry about Geometry will be submitted and marked for this assessment task. The average length of the entry is suggested to be 1100 words approx. +/- 10%. Dot points are appropriate if full meaning can be made by the person marking your work. You may include images (photos, diagrams, etc.) in your entries. If you use images, please ensure you use the correct APA 7th style. Considering the amount of content concerning the teaching and learning of Geometry and awareness of the word count, there are no expectations to include everything you have connected with regarding the messages and implications of effective Geometry teaching for children in early learning spaces and/or primary classrooms. Based on your engagement with the unit, you are expected to draw out the most important messages and ones that have the most impact on children's Geometry learning. You may focus on teaching and learning Geometry in early learning spaces or primary school classrooms. You are encouraged to focus on the area of learning that you see yourself teaching when you graduate. Throughout the entry, there must be at least references to the set reading(s) for the Geometry module. Relevant and purposeful use of references to other literature that you have sourced will support you in earning greater marks for the entry.You will upload the entry to the Turnitin activities in the EDMA500 LEO site. Please use the rubric when constructing and completing each entry. In summary, your response to Assessment Task 1 consists of: 1. One (1) entry submitted that meets the criteria for the task, written using APA (7th ed.) writing and referencing style 2. A reference list for each entry using APA 7th referencing style Important information: Please ensure that your work is your original work. Please be careful that you do not copy and paste information from lecture or tutorial notes. In the past, pre-service teachers have failed this unit because the work that they submitted was not their own, as they only used information in those notes. They lost valuable marks because their entry could not be graded. You are required to use lecture and tutorial notes to support your thinking only. Pre- service teachers who did well with this task in the past have used other mathematics education research literature well to inform their thinking. It is most important that you follow APA (7th ed.) referencing procedures. Errors in APA referencing may result in a higher than expected 'text-matching" percentage found in the Turnitin Originality Report. It is also important that you paraphrase the work of other authors appropriately. Changing only some words from other authors' work is not paraphrasing. Lack of attention to appropriate paraphrasing may also affect the 'text-matching' percentage on the Turnitin Originality Report. The EDMA500 tutors will check the 'text-matching" percentage of all papers submitted via Turnitin. All reports will show some text-match percentage because all pre-service teachers will be encouraged to use the template that will be made available through the EDMA500 LEO site. However, any other text matches will be investigated by the tutors. Please seek support from the Office of Student Success if you have any questions about academic writing. Please use the following rubric when completing your entry for the Mathematics Teaching Document. Prescribed readings are those that are documented in the schedule for EDMA500 for the Geometry module. Assessment criteria . Quality of identification and definition of mathematical content knowledge . Quality of identification and elaboration of pedagogical content knowledge . Quality of identification and alignment with pedagogical/curriculum documentation . Quality of identification and elaboration of implications for future practice - Quality of pedagogical reasoning using mathematics education literature - Quality of academic writing Submit ass