EDCU20037 - Numeracy Learning
Term 1 - 2017


All details in this unit profile for EDCU20037 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

Effective numeracy instruction is central to primary school students' learning in Mathematics and all other areas of the school curriculum. This unit aims to develop skills in mathematical problem solving, modeling mathematical knowledge and personal numeracy competency skills. The student should be able to identify and select teaching and learning strategies that respond to the required Australian standards. Students are provided with concrete hands-on activities that should lead to the development of symbolic and abstract concepts. Special emphasis is also given to the four basic mathematical operations and how these are best understood by learners in primary school learning contexts including the assessment and reporting procedures specific to numeracy practices.

Details

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

Pre-requisites or Co-requisites

Co-requisite EDCU20036 Literacy 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 1 - 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. Online Test 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
The requirements of Assessment Task 2 self-evaluation is unclear and requires further elaboration and scaffolding. Student Evaluation Review requirements of Assessment Task 2 self-evaluation.
Excellent feedback from the lecturer during the term and within assessment responses. Student Evaluation Continue to provide detailed feedback during the term and within assessment responses.
Moodle site needs consistency within each topic. Student Evaluation Ensure there is consistency within the layout of the topics on Moodle.
On successful completion of this unit, you will be able to:
  1. Identify the numeracy demands of primary schooling contexts
  2. Critically examine strategies and resources to teach the numeracy skills necessary for learners to achieve identified learning outcomes and demonstrate effective numeracy in a range of learning contexts
  3. Identify, select and use teaching and learning strategies and resources that build on and support the development of learners' numeracy skills including mathematical applications and problem solving
  4. Identify appropriate numeracy assessment strategies for gathering information and making judgments about students' numeracy development
  5. Assess and develop personal numeracy skills
  6. Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning

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

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

5.1 Assess student learning

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

Alignment of Assessment Tasks to Learning Outcomes

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

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Online Test    

Prescribed Textbooks

Teaching Primary Mathematics
Author/s: Booker, G., Bond, D., Sparrow, L. and Swan, P. Year: 2014
Edition: 5th 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 06-03-2017

Personal numeracy competency

Chapter 1- Approaches to mathematics teaching and learning

Week 2 13-03-2017

Numeration - whole numbers

Chapter 3- Numeration for whole numbers

Week 3 20-03-2017

Numeration - fractions and decimals

Chapter 4 - Numeration for fraction ideas

Week 4 27-03-2017

Additive thinking

Chapter 5 - Computation: additive thinking (pp.195-234)

Week 5 03-04-2017 Developing subtraction

Chapter 5 - Computation: additive thinking (pp.234-265)

Vacation Week 10-04-2017
Critical analysis of numeracy teaching strategies and learning activities. Due Wednesday (12 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

Multiplicative thinking

Chapter 6 - Computation: multiplicative thinking (pp. 266-314)

On-line quiz 1
Week 7 24-04-2017

Developing division

Chapter 6 - Computation: multiplicative thinking (pp. 315-360)

On-line quiz 2
Week 8 01-05-2017

Algebra and algebraic thinking

Chapter 7- Algebra and algebraic thinking

On-line quiz 3
Week 9 08-05-2017

Problem solving

Chapter 2- Problem solving

On-line quiz 4
Week 10 15-05-2017 Problem solving - Mental computation
See Moodle site for Curriculum Resource Online (CRO) link
On-line quiz 5
Week 11 22-05-2017

Teaching for meaning - Estimation and calculators

Chapter 11 - Teaching for meaning - connecting ideas across mathematics

Personal numeracy learning plan and reflection Due Wednesday (24 May 17) 11:45 PM AEST
Week 12 29-05-2017

20 day Placement commences

Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Critical analysis of numeracy teaching strategies and learning activities.
Task Description

Task Rationale: A plethora of teaching and learning resources are available for teachers to use in the design of their lessons. Choosing appropriate activities and resources that align with current literature and research-based best practice in teaching and learning numeracy is a professional responsibility and integral to preparation for teaching.

Task details: In this task you are required to critically examine three teaching videos and decide whether they are consistent with current approaches to teaching and learning numeracy. Your report should provide a literature-based justification of your decision.

To complete the task you will need to:

1. View the three (3) teaching videos and briefly describe the mathematics concept, numeracy learning and pedagogical strategy.

2. Investigate the mathematics topic for each video using the following questions as a guide:

What strand, sub strand, year level, content descriptor and elaboration in the Australian Curriculum: Mathematics (2016) does each address?

What is the sequence for developing understanding of the topic?

What approach does the literature advocate for teaching the topic?

What are the common learning issues reported in the literature?

3. Construct a set of criteria with which you can critique and compare each video strategy to the teaching approach/s advocated in authoritative literature sources.

4. Using your critique, decide whether the strategies are consistent with current approaches to mathematics teaching and learning and how students learn, and the implications for teaching.

5. Justify your decision using authoritative literature sources.

6. Choose one video and use your critique to develop a lesson plan exemplar. Include annotations on the lesson plan that justify your teaching strategy choice/s, sequencing decisions, selection of resources, and evidence of how the teaching plan has been improved or enhanced.

Your assessment task submission should use a report presentation-style and include:

a) Abstract (100 - 150 words)

b) Table of contents

c) Introduction (100 - 150 words)

d) Description of the three mathematics strategies (300 -360 words)

e) Investigation of the mathematics topic each video addresses (450 - 600 words)

f) Critique and comparison of each strategy to the literature and teaching experiences (300 - 360 words)

g) Justification of your decision regarding each strategy (300 - 600 words)

h) Conclusion (100 - 150 words)

i) References

j) Appendices - Lesson plan

(N.B. *Number of words indicated is a approximate guide only)

Assessment Due Date Vacation Week Wednesday (12-Apr-2017) 11:45 PM AEST
Return Date to Students Week 7 Wednesday (26-Apr-2017)
Weighting 50%
Assessment Criteria

Criteria

Understand how students learn
Content and teaching strategies of the teaching area
Content selection and organization
Curriculum, assessment and reporting
Literacy and numeracy strategies
Plan, structure and sequence learning programs
Use teaching strategies
Select and use resources
Evaluate and improve teaching programs
Assess student learning

Communication and referencing

N.B. The full assessment criteria and standards rubric is located in the Assessment block on the Moodle site for this course.
Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

This task is to be uploaded as a single Word file document to Moodle saved in the following format: EDCU20037_Last name_First name_Task 1

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

2. Critically examine strategies and resources to teach the numeracy skills necessary for learners to achieve identified learning outcomes and demonstrate effective numeracy in a range of learning contexts

3. Identify, select and use teaching and learning strategies and resources that build on and support the development of learners' numeracy skills including mathematical applications and problem solving

4. Identify appropriate numeracy assessment strategies for gathering information and making judgments about students' numeracy development

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

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

6. Ethical and Professional Responsibility



2 Online Test

Assessment Title Personal numeracy learning plan and reflection
Task Description

This task comprises two parts:

1. Five on-line quizzes that are completed each week from week 6 to week 10. These quizzes are based on the course learning materials and numeracy concepts aligned with the Australian Core Skills Framework levels 1-5 (25% weighting)

2. Personal numeracy learning plan and reflection (25% weighting)

Task specific details

1. Five on-line quizzes:

  • 1 attempt only at each quiz.
  • 10 questions per quiz
  • 1 mark per question
  • 30 minutes to complete each quiz.

Each weekly quiz will be open for that week only (i.e Week 6 quiz will be open from Monday of Week 6 through to Friday of Week 6)

Once you complete the quiz and submit, your overall score only will be available. Solutions will be released once the quiz has closed for that week. You are not able to go back in and attempt the quiz again.

Your responses for each quiz will be recorded and contribute 25% to your overall grade.

2. Personal numeracy learning plan and reflection

You are to write a 1000 word (maximum) reflective statement outlining your strengths and challenges with respect to your personal numeracy, a professional learning plan to address the challenges identified and the implications for student learning.

This reflective statement must include:

a) Your numeracy strengths and challenges as identified through self-reflection and on-line quiz performance.

b) A personal plan for professional learning outlining, and justifying, your plan and learning sources for professional learning in numeracy.

c) An informed reflection on the relationship between professional learning, improved practice and improved student learning.

Assessment Due Date Week 11 Wednesday (24-May-2017) 11:45 PM AEST
Return Date to Students Review/Exam Week Wednesday (07-Jun-2017)
Weighting 50%
Assessment Criteria

Criteria

1. Content and teaching strategies of the teaching area

2. Literacy and numeracy strategies

3. Identify and plan professional learning needs

4. Engage in professional learning and improve practice

5. Apply professional learning and improve student learning

6. Written communication, presentation and referencing.

The full assessment criteria and standards rubric is located in the Assessment block on the Moodle site for this course.

Conditions Minimum mark or grade - You must achieve a pass standard in this task to be eligible to pass this course.
Referencing Style American Psychological Association (APA)
Submission Online

Report must be uploaded as a single Word file document to Moodle saved in the following format: EDCU20037_Last name_First name_Task 2

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

1. Identify the numeracy demands of primary schooling contexts

3. Identify, select and use teaching and learning strategies and resources that build on and support the development of learners' numeracy skills including mathematical applications and problem solving

5. Assess and develop personal numeracy skills

6. Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning

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

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility




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