| Semester 2, 2021 Online | |
| Short Description: | Maths Curriclm & Pedag Stud 2 |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070103 - Teacher Education: Primary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDM5001 and EDM5005
Rationale
Mathematics is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. Teaching mathematics to students to become confident and involved learners in mathematics is a complex endeavour, requiring a high degree of knowledge and expertise. For prospective educators to be effective and confident in teaching Mathematics they need to experience and reflect on quality teaching. In addition they need to be mathematically competent, know students as learners of Mathematics and know how to implement and evaluate appropriate Mathematical pedagogy that facilitates higher order thinking in Mathematics across the Australian Curriculum, Assessment and Reporting Authority (ACARA) strands and other curriculum areas. These knowledge and skills of preservice teachers help to provide all young Australian with access to high-quality mathematics education that is inclusive and free from any form of discrimination.
Synopsis
The course focuses on inquiry-based approaches to the teaching of Mathematics with the goal of developing deeper understanding in all strands of the Australian Curriculum, Assessment and Reporting Authority (ACARA) Mathematics National Curriculum. Past and present practices will be reflected on, critically analysed and evaluated in the light of research findings, curriculum documents (including ACARA and EYLF) and teaching practice. Preservice teachers will explore higher order thinking in Mathematics education, identify the significance of problem-solving strategies and their importance for emerging mathematical thinkers. Preservice teachers will create learning experiences which foster and encourage language and risk taking in mathematical contexts, which are essential ingredients to solve problems and reason mathematically in the 21st century.
Objectives
On successful completion of this course preservice teachers should be able to:
- critically reflect on personal experiences of solving complex mathematical problems in relation to knowledge and understanding of the concepts, substance and structure of the three ACARA Mathematics strands and the Early Years Framework and the literacy and numeracy strategies relevant to maths (Australian Professional Standards for Teachers (APST) 2.1, 2.5);
- create learning goals and effective lesson sequences in mathematics that provide achievable challenges for students of varying abilities and characteristics using current best practice pedagogy, knowledge of student learning informed by assessment and data, concepts, substance, structure and organisation of the content and a range effective strategies (APST 2.1, 2.2, 3.1, 3.2, 3.3);
- interpret student assessment data to evaluate student learning, modify teaching practice, review teaching programs to improve student learning and, by drawing on relevant and appropriate sources of professional learning, apply literacy and numeracy teaching strategies for maths (APST 2.5, 3.6, 5.4, 6.2);
- demonstrate an ability to implement teaching strategies for using ICT to expand curriculum learning opportunities for students and utilise a range of resources including ICT to engage students in their learning (APST 2.6, 3.4);
- demonstrate a repertoire of skills and strategies for involving and working effectively with parents/carers of students in the educative process and maintaining effective records of student learning to support reporting to students, parents/carers and key stakeholders (APST 3.7, 5.5, 7.3);
- expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Defining and identifying Higher Order Thinking in Mathematics in relation to the three ACARA Mathematics strands and the EYLF | 15.00 |
| 2. | Developing learning goals and lesson sequences that provide achievable challenges using knowledge of student learning and effective teaching strategies such as Higher Order Thinking strategies | 25.00 |
| 3. | Developing Higher Order Thinking skills through an inquiry-based approach and ICT to expand the curriculum learning opportunities of students | 25.00 |
| 4. | Creating Higher Order Thinking Mathematics challenges across the ACARA Mathematics strands and informed by contemporary theory and practice | 30.00 |
| 5. | Professional Educator: strategies for involving and working effectively, sensitively and confidentially with parents/carers of students in the educative process, reporting and maintaining records | 5.00 |
Text and Materials
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=EDM8005)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
<>.
<>.
<>.
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 80 | 50 | 13 Aug 2021 | 1,6 | (see note 1) |
| ASSIGNMENT 2 | 65 | 50 | 22 Oct 2021 | 2,3,4,5,6 | (see note 2) |
Notes
- Develop a portfolio on their reflection on the course content
- Interpret assessment data to identify the learning needs
Important assessment information
-
Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.) -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items in the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure . -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment Notes
-
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
-
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
-
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and Benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Master of Learning and Teaching and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Other Requirements
-
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .