During the process of writing my assignment, i came across two different meanings of longitudinal coherence which caused me to become slightly confused.

The mathematical term of longitudinal coherence, stated by Liping Ma, is described as the layering of the subject. This can be like the curriculum and how there are layers of various stages in each topic area and what each ability should be learning and implementing. Ma describes that the teachers must be aware of all levels and areas of the curriculum and not only the stages they are teaching or have taught. This, therefore, means that the teachers understand what their students have previously learnt and what they’ll be learning in the future in order to lay the right foundations for future lessons.

On the other hand, when I was searching for other definitions of longitudinal coherence, i found that this term also has a different scientific meaning. Within physics, this term is defined as the “distance over which two waves from the same source point with slightly different wavelengths will completely dephase”. As I have never understood physics, I don’t understand exactly what this describes. However, relating it to the assignment, I believed that it was explaining how two different topics may cross over or link as they contain basic areas which can be used within both or multiple topics. As this is very similar to interconnectedness, it caused confusion. However, i never realised that there are two completely different meanings for longitudinal coherence and the scientific definition, therefore, has no relation at all to the topic being discussed within my assignment.

Although the scientific meaning of longitudinal coherence relates in no form to the mathematical definition, i found it extremely intriguing. I believe the scientific meaning in a way, of what i understand, can in fact be an interesting description of how subjects or topic areas can be totally different, however, have similarities.

Segre, C. (2010) ‘Longitudinal Coherence’. PHYS 570: Physics. Available at: http://phys.iit.edu/~segre/phys570/10F/lecture_04.pdf (Accessed: 20 November 2016)

The logistic and supply chain is describing the managing of planning, implementing and controlling the process of the shipment of goods. The best storage method during shipment must also be considered during this process in order to arrive safely to the supermarkets in order to meet the consumers’ requirements.

Food miles can also emphasise a way that mathematics is used in everyday life. These miles describe how many miles your food has travelled before arriving on your plate. This includes the distance from the producer to the supermarket and finally to the consumer. Food miles are a good example of mathematics. These miles can be broken down into kilometres, meters, centimetres and eventually millimetres. This can be broken down further by the description of number recognition and sequences. This emphasises the fundamental principles of mathematics as it can be broken down in to the most basic concept.  Food miles are important in everyday life and are used to encourage people to buy locally as the miles are often calculated through the pollution that was caused during the journey.

During the journey, a variety of other mathematical factors must be considered. When shipping the products, the correct method of packaging must be considered in order to carry the biggest amount of goods possible at once. This includes thinking about the weight, size and temperature requirements for each of the individual products. The shelf life must also be calculated through how long it took the food to travel to the supermarket and how long left it has left on it’s sell by date. All of these factors are influenced by mathematics whether it be amounts in a variety of forms or simple calculations.

Before any of the products even make their journey to the supermarkets, the businesses must demand plan. This is when the supermarket plans exactly what products they want and how much of each. This can be done by looking at the previous years data that was collected in order to judge whether they need more or less and what to get at certain times of the year. A good example of this is pumpkins. This is because buyers are usually only interested in them around the time of Halloween. During a clip from BBC1’s Supermarket Secrets (‘Autumns Supermarket Secrets’, 2015) it’s stated that “no one wants a pumpkin a day after Halloween. And the stores can’t run out too early.” This is a great example why supermarkets must look back at the data they collected on how much pumpkins were sold previously and on which particular dates as they don’t want to buy too many or too little.

In the future, this will help me develop my own health and well-being lesson on these areas. I believe it is important for children to understand how their food was produced and how far it’s travelled before they were able to buy it from the supermarket. Using food I bring into class, I will have the children calculate the food miles of each product through using the ‘Food Miles Calculator’ – accessible from https://www.foodmiles.com/. Although this information has gave me lesson ideas for when I’m teaching, I have learned how mathematics is needed throughout the logistic and supply chain which will be useful for me when ordering a number of resources for my classroom.

‘Autumn’s Supermarket Secrets’ (2015) Supermarket Secrets, BBC 1 London, 25 October. Available at: https://learningonscreen.ac.uk/ondemand/index.php/clip/27113 (Accessed: 20 November 2016)

Data and statistics are an interesting area within mathematics which can be used widely within different subject areas. Data is defined as the collection of any facts and information, whereas statistics is specifically collecting and analysing numerical data.

It is known that the use of data and statistics reaches back to 35,000 years ago. At this time, the oldest mathematical tool, the Lebombo Bone, was used in order to collect and record data by bushmen in Namibia. This was similar to tally marks and was carved into the piece of bone – often the fibula of a baboon. This method of recording information was found to be used near the Border Cave in the Lebombo Mountains between South Africa and Swaziland. As it had 29 markings, it is believed that it could have been used to track the moon phases, menstrual cycles, or simply as a measuring stick.

This finding emphasises how long data and statistics have been around for and how it has developed over the years. Thousands of years on, we are now using software on computers to withhold information for us. We are able to create tables, whether on paper or within the computer, and input the data or statistics in order to collect all the information together.

Within the public health department, doctors must be numerate every day. This includes working out the doses of medication for individual patients or organising money for new drugs. Workers within this department also frequently use data and statistics to track the health of their patients. Graphs are used regularly in order to plot the rate a baby is growing within the womb, so they can track whether they’re growing at a healthy rate or not. They also use graphs to plot a patients height against their weight to be able to work out whether they’re under weight or obese for their height.

To conclude, data and statistics have been around for many years and is used within many subjects and vacations other than mathematics. Children learn how to collect data and statistics within maths, however, will use it within different areas such as topic work or ICT, etc. and will find it useful in the future. As a teacher i must make sure my lessons are effective and are stage appropriate in order for the children to learn successfully. I will also use data and statistics when teaching in order to note and calculate when assessing children. I will also use data with the class register as it will include the children’s full names, date of births and whether they have any additional support needs. Overall, data and statistics will be used regularly during my teaching career.

To a lot of people, mathematics is only about numbers and calculations. They also believe that, apart from the basics, a lot of the more difficult areas taught are pointless and will never be used outwith maths class. It’s emphasised that mathematics is all about finding the one correct answer and has been stated to be all about “remembering and applying the correct rule when the teacher asks a question; and mathematical truth is determined when the answer is ratified by the teacher” (Lampert, 1990, p.30). However, maths does not only consist of numbers but is made up of rhythms, sequences, patterns, time, etc. Marcus du Sautoy considers maths to be in the world around us – nature and man made.

Mathematics can be found in various areas throughout the man made world. It can be seen in shops and supermarkets through the use of prices, amounts or weights, VAT, or even calculating the total and change due. It can be found in buildings or building plans through the number of windows and doors the building consists of, if the building is symmetric, or even the use of the golden ratio in order to create sizes for rooms – without mathematics, architectures would not be able to create successful structures. Artists have also used the golden ratio in order to create proportionate artwork or interesting designs and spirals.

The golden ratio can also be found in nature within the spiral of sea shells and plants. Other ways mathematics can be seen in the world around us is through patterns created within plants and flowers or even the hexagonal shapes within the honeycomb of a bees nest.

Overall, mathematics is not only about numbers but holds many other components which can be seen and used within everyday life. Mathematics can’t fully be used everyday, however, basic aspects can such as number, sequence, pattern, etc.

Lampert, M. (1990) ‘When the problem is not the problem and the solution is not the answer: Mathematical knowing and teaching’, American Research Journal, 27(1), pp.29-63.

During  my first year placement within a primary 6/7 class, i found myself finding the maths lessons very difficult to teach. The highest maths group were learning about problem solving using decimals. For some reason i was finding this extremely hard to break down and explain. I then realised that i was finding some simple things difficult in order to understand, let alone how to explain it effectively to the children.

I couldn’t get my head round why i was finding simple maths questions so difficult and i was too embarrassed to admit it and ask for help. I then realised through a conversation with the class teacher that I wasn’t taught the basics effectively during primary school due to asking for help and getting told to “sit down and work it out myself”. This wasn’t helpful. This advice caused me to often sit for the rest of the lesson, stuck on the same question. I’d then get into trouble for not finishing the page. How was this method of teaching fair? Due to a teacher being bored of me asking for help too often, my missing knowledge is now effecting me in later life.

This is why i have chosen this elective. I don’t want to be that teacher who sat behind her desk and didn’t see a child was struggling and needed extra help. I want to be able to be confident whilst teaching maths and be able to assist the children effectively. I don’t want my pupils being effected in later life due to my non-existing support as i myself didn’t have a full understanding on the topic.

What’s the point in becoming a primary teacher when you can’t be bothered with your pupils asking questions or get annoyed when they approach your desk more than once. Teachers are in place to support children throughout their time at primary school and make sure they have the key skills and knowledge to prepare them for later education. Hence why I want to make sure I enhance my knowledge within maths in order to ensure my pupils get the correct information and support.