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Unit Summary
Unit type
UG Coursework Unit
Credit points
12
AQF level
Level of learning
Intermediate
Former School/College
Pre-requisites
have completed unit/s: MAT10002 Mathematics and Numeracy AND one of: (EDU10128 - Introduction to Teaching OR EDU71002 - Foundations for Education)
Anti-requisites
not have completed unit/s: EDU00405 - Mathematics Education II: Curriculum and Pedagogy
Unit aim
Develops an understanding of the nature and role of mathematics. Focuses on the learning and teaching of a range of topics in the Early Years Learning Framework, the NSW Syllabus for Mathematics K-10 and in the Australian Curriculum for Mathematics F-10 including Number and Algebra, Measurement and Geometry, Statistics and Probability.
Unit content
Topic 1: Teaching Mathematics in contemporary classrooms
- Knowledge base underpinning the principles and practices of teaching and learning mathematics
- Mathematics – a brief historical and socially critical overview
-
Introduction to pedagogy for teaching and assessing mathematics
- constructivism; social and language roles
- mathematical thinking and problem-solving; STEM
- central ideas in mathematics and common misconceptions
-
Mathematics Curriculum documents
- NSW Mathematics K-10 Syllabus (2013), Support Documents and NSW Primary Curriculum Foundation Statements
- Australian Curriculum - Mathematics
- QLD documents supporting implementation of the Australian Mathematics Curriculum
- EYLF
Topic 2: Working Mathematically
- Curriculum rationale: linking strands and processes; STEM
-
Concepts; processes and strategies for (CPRUF):
- Communicating
- Problem Solving
- Reasoning
- Understanding
- Fluency
- Teaching by working mathematically
Topic 3: Number and Algebra
- Curriculum rationale
- Approaches to teaching number and algebra; fractions, decimals and percentage; ratio and proportion
- Basic concepts and processes
- Current teaching approaches for the sub strands of Number and Algebra
- Students’ difficulties and misconceptions.
- Working Mathematically
- Technology
- Planning to teach Number and Algebra
Topic 4: Measurement and Geometry
- Curriculum rationale
- Basic concepts and processes
- Current teaching approaches for the sub strands of 2D and 3D space
- Tessellation and symmetry, position, location and arrangement
- Measurement
- Students’ difficulties and misconceptions
- Working Mathematically
- Technology
- Planning to teach Measurement and Geometry
Topic 5: Statistics and Probability
- Curriculum rationale
- Basic concepts and processes
- Current teaching approaches
- Working with data (basic statistical literacy) including planning, gathering, organising, applying data to solve problems, and communicating results through the selection of appropriate representations
- Students’ difficulties and misconceptions
- Working Mathematically
- Technology
- Planning to teach Statistics and Probability
Topic 6: Planning for teaching in the mathematics classroom
- Diversity; accommodation, adjustment and differentiation
-
Content and connections
- Placement and enhancement
- Syllabus and continuum (NSW); scope and sequence
-
Resources for planning
- Program Builder
- Technology resources
- Textbooks, worksheets, online
-
Assessment
- Mathematics specific assessment
- Teaching and Learning cycle
- Afl, AoL, AaL
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.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | demonstrate a sound knowledge of relevant national and state syllabuses and early childhood curriculum requirements | |||||||
| 2 | analyse contemporary pedagogical approaches to teaching mathematics in early childhood and primary contexts, and employ appropriate curriculum documents in planning mathematics teaching | |||||||
| 3 | design teaching and learning strategies that may employ ICTs to maximise student engagement and inclusivity | |||||||
| 4 | incorporate both formative and summative assessment as specified in the relevant Maths syllabuses and frameworks and interpret student assessment data to evaluate student learning and modify teaching practice | |||||||
| 5 | meaningfully integrate mathematics across other KLAs and across key transition points (early childhood/primary/secondary) | |||||||
On completion of this unit, students should be able to:
-
demonstrate a sound knowledge of relevant national and state syllabuses and early childhood curriculum requirements
- GA4:
-
analyse contemporary pedagogical approaches to teaching mathematics in early childhood and primary contexts, and employ appropriate curriculum documents in planning mathematics teaching
- GA4:
- GA5:
-
design teaching and learning strategies that may employ ICTs to maximise student engagement and inclusivity
- GA4:
- GA5:
-
incorporate both formative and summative assessment as specified in the relevant Maths syllabuses and frameworks and interpret student assessment data to evaluate student learning and modify teaching practice
- GA4:
-
meaningfully integrate mathematics across other KLAs and across key transition points (early childhood/primary/secondary)
- GA4:
- GA6:
Prescribed texts
- Jorgensen, R & Dole, S, 2011, Teaching Mathematics in Primary Schools, 2nd edn, Allen and Unwin, Crows Nest, Sydney. ISBN: 978-1-74175-723-1.