| Semester 2, 2021 Online | |
| Short Description: | Developing Mathematical Knowle |
| 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 : | 070199 - Teacher Education not elsewher |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Co-requisite: EHM1200
Rationale
It is anticipated that graduate primary teachers with a specialisation in mathematics are required to demonstrate highly effective teaching based on their pedagogical, content knowledge and practical knowledge of mathematics. This course builds on pre-service teachers' existing theoretical understanding of mathematics to develop the content knowledge and pedagogical underpinning for mathematics teaching and learning in the primary school context. It can, therefore, be anticipated that graduates involved in this mathematics specialisation course will contribute to strengthening numeracy outcomes for students through deep understanding of the
concepts and the processes used to develop mathematical thinking and learning.
Synopsis
This course has been designed to provide pre-service teachers with various understandings of pedagogical and content knowledge to successfully teach mathematics in the changing world. The course focuses on inquiry-based, and problem-based learning approaches to develop a deeper understanding of pre-service teachers' pedagogical and content knowledge to teach mathematics in the primary context. Throughout the course, pre-service teachers will be introduced to various theoretical perspectives, mathematical content knowledge, and pedagogical approaches that are relevant to research findings and teaching practice. The course will assist pre-service teachers to develop and extend their knowledge and understanding of teaching mathematics in the primary context. The course would also be of value to pre-service teachers that have an appropriate level of pedagogical and mathematical content knowledge to teach the Australian Mathematics Curriculum.
Objectives
On completion of this course students should be able to:
- identify and describe key research and theories underpinning mathematics learning and their implication for teaching (APST 1.2, 3.3);
- demonstrate an understanding of the concepts, skills and processes associated with the number, algebra, measurement, geometry and probability and statistics curriculum strands (APST 2.1);
- identify and use a variety of pedagogical practices and technologies for mathematics teaching in the primary school context (APST 2.5, 2.6);
- demonstrate proficient understanding of mathematics content knowledge and personal competence in using a variety of creative pedagogical strategies and technologies to teach mathematics (APST 3.4);
- demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and referencing.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Key theories underpinning mathematics teaching | 10.00 |
| 2. | Understanding the importance of teachers' pedagogical knowledge for teaching mathematics | 10.00 |
| 3. | Learning mathematics with technology | 5.00 |
| 4. | Understanding and teaching number and algebra | 25.00 |
| 5. | Understanding and teaching measurement and geometry | 25.00 |
| 6. | Understanding and teaching statistics and probability | 25.00 |
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=EPS2008)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed and Private Study | 80.00 |
| Private Study | 85.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| Demonstrate theories/knowledge | 50 | 10 | 06 Aug 2021 | |
| Demonstrate number and algebra | 50 | 40 | 30 Aug 2021 | |
| Pedagogical content knowldege | 50 | 10 | 11 Oct 2021 | |
| Demonstrate geometry and stats | 50 | 40 | 18 Oct 2021 |
Important assessment information
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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 smaximise 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. -
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 available weighted marks for the summative assessment items. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks 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
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The due date for an assignment is the date by which a student must despatch the assignment to the USQ. Students must retain a copy of each item submitted for assessment purposes. Such copies should be despatched to the USQ within 24 hours of receipt of a request to do so.
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Electronic submission of assignments is required for this course. All submissions must be made through the Assignment Drop Box located on the USQ study desk for this course, unless directed otherwise by the examiner of the course. Students must retain a copy of each item submitted for assessment. This must be despatched to USQ within 24 hours if requested by the Examiner.
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Reliable access to the internet is a requirement of this course as the course contains electronic assessment and submission elements. In order to avoid internet issues, on-campus students should upload their assignments electronically using the same computer laboratories. Online students who knowingly do not have reliable access to the internet should actively seek alternative internet access (e.g., Internet cafes, local libraries, or work places) for assessment submission. Online students are able to use the on-campus student computer laboratories once access has been enabled. To be granted access, Online students need to contact ICT and ask to have a student account enabled so that they can work on-campus.
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Students are expected to open their university provided email account and check it regularly for personal communication. In accordance with the Electronic Communication with Students Policy and Procedure ( information sent to the student's USQ email account will be regarded as being received.
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APA style is the referencing system required in this course. Students should use the 7th edition of the APA Style Manual to format their assignments. The APA Style to be used is defined by the USQ Library's referencing guide.
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 Bachelor of Education suite of courses 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.