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SC2 Demonstrate an understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

At Mill Park Secondary College (Senior Campus), I have the opportunity to work with a group of Year 10 students on their financial mathematics. The class is made up of 14 boys and 11 girls. And here is a glimpse of their background. This is a low SES co-ed school with an ICSEA value of 984 (My School, 2015a), which is below the national average value of 1000 (ACARA, n.d.). Their numeracy score is conclusively below the national average score of 580.

Teaching mathematics to these can be challenging as they lack a proper foundation in numeracy. Some, who lack interests in mathematics, tend to be less cooperative and may endeavour to do as little as possible. However, research have shown that adolescent are most likely be engaged with a learning session if they can relate to the content; and more importantly, if they can perceive value in what they learn.

So, as an introduction to financial mathematics, I decide to immerse them in a real-world problem context: comparison shopping at their local supermarkets. I gave each of them a Coles or a Woolworths shopping brochure. The students are asked to identify and compare price-related information of two products they buy regularly from either Coles or Woolworths, followed by a short class discussion to bring them to a greater awareness about the

At Mill Park Secondary College (Senior Campus), I have the opportunity to work with a group of Year 10 students on their financial mathematics. The class is made up of 14 boys and 11 girls. And here is a glimpse of their background. This is a low SES co-ed school with an ICSEA value of 984 (My School, 2015a), which is below the national average value of 1000 (ACARA, n.d.). Their numeracy score is conclusively below the national average score of 580.

Teaching mathematics to these can be challenging as they lack a proper foundation in numeracy. Some, who lack interests in mathematics, tend to be less cooperative and may endeavour to do as little as possible. However, research have shown that adolescent are most likely be engaged with a learning session if they can relate to the content; and more importantly, if they can perceive value in what they learn.

So, as an introduction to financial mathematics, I decide to immerse them in a real-world problem context: comparison shopping at their local supermarkets. I gave each of them a Coles or a Woolworths shopping brochure. The students are asked to identify and compare price-related information of two products they buy regularly from either Coles or Woolworths, followed by a short class discussion to bring them to a greater awareness about the

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