EDCU12038 - Teaching for Mathematical Proficiency
Term 2 - 2017


All details in this unit profile for EDCU12038 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

Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. Students explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. They evaluate the effect of ICTs and a range of resources, learning processes and teaching strategies on the development of mathematical proficiency. Students are introduced to the rationale, organisation and content of the Australian Curriculum: Mathematics and design plans for learning and teaching mathematical concepts and skills appropriate for specific year levels in the primary school. They explain and justify approaches to promoting numeracy development through reference to authoritative sources and identify strategies for informing and involving parents and carers in the educative process. Students demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

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
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

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 Undergraduate 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. Practical and Written Assessment 50%
2. Presentation 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
Collaborate sessions Student feedback Record weekly presentation session prior to online live delivery
On successful completion of this unit, you will be able to:
  1. Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice.
  2. Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.
  3. Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts.
  4. Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.
  5. Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content.
  6. Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development.
  7. Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.

Successful completion of the unit Teaching for Mathematical Proficiency provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.2, 2.1, 2.5, 2.6, 3.3, 3.4, 3.6, 3.7, 6.2, and 7.3 with a focus on applying this knowledge and skill to the Mathematics learning area.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

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

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1. Communication      
2. Problem Solving      
3. Critical Thinking
4. Information Literacy          
5. Team Work        
6. Information Technology Competence        
7. Cross Cultural Competence            
8. Ethical practice              

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment      
2 - Presentation    

Prescribed Textbooks

Helping Children Learn Mathematics
Author/s: Reys, RE, Lindquist, M, Lambdin, DV, Smith, NL, Rogers, A, Falle, J, Frid, S & Bennett, S Year: 2012
Edition: 1st edn AU Publisher: John Wiley and Sons
City: Milton State: Qld
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

See Moodle site for ebook purchase option.

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

Teaching and learning primary school mathematics in a changing world

Chapter 1 & 2

Week 2 17-07-2017

The Australian Mathematics Curriculum - planning, teaching and assessing

Chapter 3 & 4

Week 3 24-07-2017

Processes of doing mathematics - Problem solving and reasoning

Chapter 5 & 6

Week 4 31-07-2017

Counting, number sense and place value

Chapter 7

Week 5 07-08-2017

Numeracy and number sense

Chapter 8

Vacation Week 14-08-2017
Week 6 21-08-2017

The four operations - Addition, subtraction, multiplication and division

Chapter 9

Research Investigation (Evaluation of practice and planning) Due Friday (25 Aug 17) 11:45 PM AEST
Week 7 28-08-2017

Computations - mental, written and calculator strategies

Chapter 10

Week 8 04-09-2017

Computations - mental, written and calculator strategies

Chapter 10

Week 9 11-09-2017

Computations and estimation

Chapter 10

Week 10 18-09-2017

Fractions and decimals - establishing meaning

Chapter 12

Week 11 25-09-2017

Extending students with number theory

Chapter 14

Week 12 02-10-2017

Group presentations - Strategies for teaching numeracy

Group Presentation - Justifying a pedagogical approach Due Wednesday (04 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Practical and Written Assessment

Assessment Title Research Investigation (Evaluation of practice and planning)
Task Description

Task rationale:

This assessment task builds professional knowledge and understanding of the content, structure, resources and teaching strategies of the Mathematics learning area. Opportunities to evaluate practice and apply professional learning to improve teaching and learning in Mathematics are also embedded in this assessment. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Graduate Teachers focus areas 1.2, 2.1, 3.2, 3.6, 6.2.

Task description:

Choose a mathematics concept/s from the Number and Algebra Content Strand of The Australian Curriculum: Mathematics (ACARA, 2014) that is used in everyday situations (e.g. addition, subtraction, multiplication, or division of whole numbers, ratio, percentage, fractions, decimals). Focusing on ONE mathematical concept only write a short descriptive paragraph explaining:

1. how you were taught this mathematics concept,

2. how you have observed this mathematics concept taught in primary schools

This section of the task draws on experiences you have had in primary or early years classrooms where possible.

Investigate how understanding of the chosen concept is developed and the approach for teaching this concept by consulting The Australian Curriculum: Mathematics (ACARA, 2014), your set text and literature related to Mathematics pedagogy.

Use the findings of this research to critique the approach to teaching and learning outlined in your descriptive paragraph.

Develop a full lesson plan for your mathematical concept that incorporates the pedagogy and resources you identified as effective in your investigation of the literature on teaching and learning mathematics.Your lesson plan should aim to develop understanding, reasoning or problem solving NOT fluency or consolidation.

Justify your lesson design choices through reference to the research literature and reading you did in the investigation.

Reflect on how your investigation improved your professional understanding of effective practice in the Mathematics learning area.

Submit your response to this task in the form of a written report of approximately 1500 words using the following structure:

  • Title page
  • Contents page
  • Introduction to the topic
  • Results of the research investigation
  • Critique of teaching approaches described in the paragraph
  • Justification of pedagogy and resources in your lesson plan
  • Reflection - reflect on the importance of your new professional knowledge and the process of investigating practice as a source of professional learning for teachers
  • Conclusion
  • List of References
  • Appendix 1: Descriptive paragraph
  • Appendix 2: Detailed lesson plan
  • Appendix 3: Lesson plan resources
Assessment Due Date Week 6 Friday (25-Aug-2017) 11:45 PM AEST
Return Date to Students Week 8 Friday (08-Sep-2017)
Weighting 50%
Assessment Criteria

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

Assessment criteria

1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.1 Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

3.2 Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.6 Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

6.2 Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.

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. Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice.

2. Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.

4. Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.

5. Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content.

7. Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence



2 Presentation

Assessment Title Group Presentation - Justifying a pedagogical approach
Task Description

Task rationale

This assessment task provides opportunities for demonstrating knowledge of teaching strategies using ICTs to support the participation, concept development and mathematical proficiency of students. Strategies for engaging with parents and carers to support the educative process are also demonstrated in this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Graduate Teachers focus areas 1.2, 2.1, 3.3, 3.4, 3.7 and 7.3.

Task description

In small groups (2 to 4 members), create a presentation in the form of an information session for parents at a particular level of the primary school e.g. early years, middle or upper primary.

Your presentation must respond to one of four scenarios concerning mathematics learning outlined on the Moodle site for this unit.

The presentation should illustrate and explain the reasons for the pedagogical approach advocated in response to the scenario and propose strategies to involve parents/care givers in the development of their child's numeracy level.

Your presentation must also include demonstration of the use of ICTs to support learning in Mathematics, describe how the tools could be used in the classroom and justify why they should be used.

The presentation will be of 15-20 minutes duration and delivered face to face in tutorials, and scheduled Zoom sessions for distance students.

Groups should use suitable presentation software to create support materials to accompany the oral presentation, including a brochure/information sheet or similar for parents outlining suggested strategies for supporting learning in the home.

Assessment Due Date Week 12 Wednesday (04-Oct-2017) 11:45 PM AEST
Presentations will occur during scheduled tutorial and Zoom sessions or as negotiated with tutor. Each student must upload the Group participation sheet, word doc of presentation resources, and reference list by due date above irrespective of the date of the presentation.
Return Date to Students Exam Week Wednesday (18-Oct-2017)
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria

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

Assessment criteria


1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.1 Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.7 Engage parents/ carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

7.3 Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Referencing Style American Psychological Association (APA)
Submission Online

Each group member must submit all presentation materials in a single word document with their surname in the file name.

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

2. Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.

3. Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts.

4. Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.

6. Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development.

7. Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence




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