EDCU20040 - Teaching Mathematics
Term 2 - 2017


All details in this unit profile for EDCU20040 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, students build on the knowledge previously acquired in numeracy and mathematical learning to develop deep understanding of the structure, sequencing and links between critical concepts and skills in content across the year levels in the Australian Curriculum: Mathematics. Students will examine current research of mathematics teaching and learning and apply apply this knowledge to identify issues or challenges to mathematical understanding and problem-solving in key stages of the learning sequence as a guide for developing diagnostic assessment tools. Students develop resources to prevent or overcome difficulties in the development of mathematical knowledge and skills and design and justify approaches to using physical and digital resources to teach specific sub-strands of the curriculum to overcome barriers to learning and improve the transfer of mathematical reasoning, logic and analysis to problem-solving situations. Personal numeracy competence is enhanced in this unit as students develop suggested marking guides for diagnostic assessment using appropriate and accurate mathematical procedures and communication.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisite - EDCU20037 Numeracy Learning

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Group task Student feedback Support the allocation of students into groups
Use of forum Student feedback Questions to be posed on forum site.
On successful completion of this unit, you will be able to:
  1. Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for learning and diagnostic assessment
  2. Examine mathematics content and current literature to identify possible approaches to teaching mathematics and misconceptions or barriers to learning for diverse student groups
  3. Distinguish evidence-based approaches to teaching mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
  4. Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in mathematics
  5. Gather and use information on learners' numeracy skills for planning learning experiences
  6. Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts
  7. Identify opportunities for students to use ICTs purposefully to gain mathematical knowledge and proficiency

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment  
2 - Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1. Knowledge
2. Communication          
3. Cognitive, technical and creative skills
4. Research        
5. Self-management        
6. Ethical and Professional Responsibility  
7. Leadership              

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment  
2 - Written Assessment  

Prescribed Textbooks

Teaching Primary Mathematics
Author/s: Booker, G, Bond, D, Sparrow, L & Swan, P Year: 2014
Edition: 5th edn Publisher: Pearson Australia
City: Frenchs Forest State: NSW
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorReyna Zipf (r.zipf@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Overview - The Mathematics Curriculum

The Australian Curriculum: Mathematics (ACARA, 2014)

Week 2 17-07-2017

Teacher planning and the curriculum

The Australian Curriculum: Mathematics (ACARA, 2014)

Week 3 24-07-2017

Planning for thinking: Open-ended problems

Week 4 31-07-2017 Measurement and Geometry

Chapter 8 & 9

Week 5 07-08-2017

Statistics and probability

Chapter 10

Planning for effective teaching and learning in Mathematics Due Friday (11 Aug 17) 11:45 PM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Diagnostic assessment tools for numeracy and mathematics

Week 7 28-08-2017

Diagnosis of numeracy and mathematics learning misconceptions

Week 8 04-09-2017

Remediation of mathematics and numeracy misconceptions

Week 9 11-09-2017

Developing individual learning plans to remediate student mathematics and numeracy misconceptions

Week 10 18-09-2017

Professional learning responsibilities of mathematics and numeracy teachers.

Chapter 1 & 11

Week 11 25-09-2017

ICTs in Mathematics teaching and learning

Review and reflection - Putting theory into practice.

Numeracy teaching, diagnosis and remediation Due Monday (25 Sep 17) 11:45 PM AEST
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Planning for effective teaching and learning in Mathematics
Task Description

Task Rationale:

Planning and preparation for the teaching of Mathematics in primary schools occurs at different levels. Planning for a school year involves year, term, week and daily planning. Preparation requires knowledge and understanding of curriculum documents, mathematics concepts, common learning misconceptions, pedagogical strategies, and location of appropriate resources.

Detailed Task Description:

You are to prepare two levels of planning for mathematics that are consistent with a designated primary school year level. The planning is for a term and a week of mathematics lessons. The plans must use the Australian Curriculum: Mathematics (ACARA, 2014).

The lesson plans must be planned for at least a 30-minute block, be comprehensive and include details of all activities you have incorporated. You need to prepare to teach the lessons by researching common learning misconceptions and gathering resources.

The assessment task submission should use a presentation-style appropriate for a primary school curriculum planning document (if you use a planning document from a school please list in your acknowledgements), and include a:

· Term plan for the mathematics topic/s and year level

· Detailed lesson plans for the chosen week and year level.

· Discussion of the research on common learning misconceptions for the chosen week OR lesson topic, whichever is most applicable.

· Resources (or evidence of) to support the lesson plans.

· Discussion of the ways that digital resources and tools could be used to complement teaching strategies and promote deep learning of, and engagement with, the content of the chosen mathematics topic area/s for the week lesson plans.

· Justification of the pedagogy and resources chosen to develop the identified content and skills for the topic/s and year level.

Assessment Due Date Week 5 Friday (11-Aug-2017) 11:45 PM AEST
Return Date to Students Week 7 Friday (01-Sep-2017)
Weighting 50%
Assessment Criteria

The full rubric for this assessment task can be downloaded from the Moodle site for this unit.

Criteria and descriptor

Content selection and organisation - Organise content into an effective learning and teaching sequence

Curriculum, assessment and reporting - Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

Use teaching strategies - Include a range of teaching strategies

Plan, structure and sequence learning programs - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

Select and use resources - Knowledge of a range of resources, including ICT, that engage students in their learning

Content and teaching strategies - Knowledge and understanding of the concepts, substance and structure of mathematics content and teaching strategies

Terminology and referencing - Use of language conventions, clarity and conciseness of communication, and compliance with the APA Style Guide.

Conditions Minimum mark or grade - 50%
Referencing Style American Psychological Association (APA)
Submission Online

Please submit the task as one document with your name in the file name it is saved under.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for learning and diagnostic assessment

2. Examine mathematics content and current literature to identify possible approaches to teaching mathematics and misconceptions or barriers to learning for diverse student groups

3. Distinguish evidence-based approaches to teaching mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students

4. Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in mathematics

6. Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts

7. Identify opportunities for students to use ICTs purposefully to gain mathematical knowledge and proficiency

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility



2 Written Assessment

Assessment Title Numeracy teaching, diagnosis and remediation
Task Description

Task Description Task Rationale:

Assessment tasks for diagnostic purposes require an understanding of how students learn mathematics, the hierarchical nature of mathematical concepts and the sequence for developing understanding in a topic area.

Detailed Task Description:

The task requires you to work one-on-one with a learner from a designated primary school year level to progress their mathematical learning.

You are to determine the sequence of learning appropriate to the year level chosen and develop a diagnostic assessment task that will assist you to determine the learner’s level of understanding of numeration and two of the four mathematical operations. The diagnostic assessment task sheet should be referenced to the Australian Curriculum: Mathematics (ACARA, 2014) and structured such that you are able to diagnose the level the learner is working at.

The diagnostic task must be justified through reference to curriculum documents, other relevant sources and the sequence for developing understanding.

The diagnostic task must be administered to the learner, marked, diagnosed, and evaluated in terms of its usefulness for the purpose.

After reviewing the learner’s response to the diagnostic task, you need to develop an Individual Learning Plan (ILP) to address any misconceptions the learner has. If your learner demonstrated thorough understanding, then you need to show how you plan to extend the learner.

In addition, you need to develop a strategy for communicating the ILP to students and parents/carers.

Your submission should include:

· An overview outlining topic area, year level, Australian Curriculum: Mathematics (ACARA, 2014) learning statements, sequence for developing understanding of the topic area, and any other information you believe is relevant to the context you are working in.

· A diagnostic task for the topic area and year level.

· Justification of the diagnostic assessment task.

· A copy of the learner’s response that you have assessed (N.B. All identification must be removed from the copy and where necessary pseudonyms for the school site and learner must be used to ensure anonymity).

· An evaluation of the effectiveness of the diagnostic task and any changes you would make to it.

· An ILP for the diagnosed mathematics needs of the learner.

· An appropriate justification of the ILP with which to discuss the learner’s needs with their parent/guardian.

· Appropriate terminology and referencing.

Assessment Due Date Week 11 Monday (25-Sep-2017) 11:45 PM AEST
Return Date to Students Week 12 Friday (06-Oct-2017)
Weighting 50%
Assessment Criteria

The full rubric for this assessment task can be downloaded from the Moodle site for this unit.

Criteria and descriptor

Understand how students learn - Knowledge and understanding of research into how students learn and the implications for teaching.

Assess student learning - Understanding of assessment strategies, including informal and formal, and diagnostic approaches to assess student learning.

Interpret student data - Interpret student assessment data to evaluate student learning and modify teaching practice.

Evaluate and improve teaching programs - Knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

Establish challenging learning goals - Learning goals provide achievable challenges for students of varying abilities and characteristics.

Report on student achievement - Understanding of strategies for reporting to students and parents/carers.

Communication and referencing - Use of language conventions, clarity and conciseness of communication, and compliance with the APA Style Guide.

Conditions Minimum mark or grade - 50%
Referencing Style American Psychological Association (APA)
Submission Online

Submit the task as one document with your surname in the file name.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Examine mathematics content and current literature to identify possible approaches to teaching mathematics and misconceptions or barriers to learning for diverse student groups

4. Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in mathematics

5. Gather and use information on learners' numeracy skills for planning learning experiences

6. Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility




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