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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Advanced

Former School/College

Former School of Education

Unit aim

Introduces the mathematics syllabi for the preliminary and HSC Courses, and focuses on teaching strategies with special emphasis on assessment.

Unit content

  1. Knowledge of the mathematics Stage 6 syllabuses 
  2. Knowledge of pedagogy and assessment in context of teaching Stage 6 Mathematics 
  3. Knowledge of curriculum content and mandated requirements for teaching Stage 6 Mathematics
  4. Knowledge of professional and community engagement in relation to teaching Mathematics

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 demonstrate a working knowledge of the concepts and content of the mathematics Years 11-12 syllabuses including the history of the development of the NSW Mathematics Years 11-12 syllabuses and the K-12 continuum of learning in mathematics Intellectual rigour Knowledge of a discipline
2 prepare detailed, engaging, coherent and effective lessons plans and units of work that relate to selected content and learning outcomes in the mathematics Years 11-12 syllabuses that address theoretical and practical elements of a syllabus and that meet the diverse needs and cultural backgrounds of learners, and engage all students in active learning Knowledge of a discipline
3 demonstrate effective teaching and learning strategies, based on the NSW Quality Teaching Framework, PEEL and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement Knowledge of a discipline Communication and social skills
4 discuss strategies to assess student achievement of learning outcomes, including assessment 'for' and 'of' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes Intellectual rigour Communication and social skills
5 demonstrate and apply knowledge of syllabus key competencies and cross-curriculum content (including Aboriginal perspectives, teaching students from non-English speaking backgrounds, and ICT) Knowledge of a discipline
6 critically engage with a range of issues in teaching mathematics, and assess the appropriateness of resources (including ICT) that link to informed and effective teaching and learning across the mathematics Years 11-12 syllabuses Intellectual rigour Knowledge of a discipline Communication and social skills
7 demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession. Intellectual rigour Communication and social skills

On completion of this unit, students should be able to:

  1. demonstrate a working knowledge of the concepts and content of the mathematics Years 11-12 syllabuses including the history of the development of the NSW Mathematics Years 11-12 syllabuses and the K-12 continuum of learning in mathematics
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  2. prepare detailed, engaging, coherent and effective lessons plans and units of work that relate to selected content and learning outcomes in the mathematics Years 11-12 syllabuses that address theoretical and practical elements of a syllabus and that meet the diverse needs and cultural backgrounds of learners, and engage all students in active learning
    • GA4: Knowledge of a discipline
  3. demonstrate effective teaching and learning strategies, based on the NSW Quality Teaching Framework, PEEL and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  4. discuss strategies to assess student achievement of learning outcomes, including assessment 'for' and 'of' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes
    • GA1: Intellectual rigour
    • GA6: Communication and social skills
  5. demonstrate and apply knowledge of syllabus key competencies and cross-curriculum content (including Aboriginal perspectives, teaching students from non-English speaking backgrounds, and ICT)
    • GA4: Knowledge of a discipline
  6. critically engage with a range of issues in teaching mathematics, and assess the appropriateness of resources (including ICT) that link to informed and effective teaching and learning across the mathematics Years 11-12 syllabuses
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  7. demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
    • GA1: Intellectual rigour
    • GA6: Communication and social skills

Prescribed texts

  • Goos, M, Stillman, G & Vale, C, 2007, Teaching secondary school mathematics: Research and practice for the 21st century, Allen & Unwin, Sydney, NSW.
  • NSW Board of Studies, General mathematics Stage 6 syllabus, Author, Sydney, NSW.
  • NSW Board of Studies, Mathematics 2/3 unit Years 11/12 syllabus, Author, Sydney, NSW.
  • NSW Board of Studies, Mathematics 4 unit Year 12 syllabus, Author, Sydney, NSW.
Prescribed texts may change in future study periods.