AC

Alphacrucis College

Details for Teaching and Learning Mathematics Part B


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU424
  • Credit points: 9

Prerequisites

EDU401 Foundations in Christian Teaching and Learning, EDU402 Human Society in the Environment: Platforms and Perspectives for the Christian Educator and EDU414 Teaching and Learning Mathematics Part A

The following courses are prerequisites:

The unit Teaching and Learning Mathematics Part B is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).

Unit Content

Curriculum Objective

This unit builds on EDU414 Teaching and Learning Mathematics Part A, with a focus on the classroom and how learners construct mathematical concepts. It also familiarizes Pre-service Teachers with the possible scope and pathways children might take in their mathematical development further up the stages. It further develops the Pre-service Teacher’s ability to plan, teach and assess in both integrated and streamed teaching contexts. It will investigate numeracy across the curriculum and ways in which programmes can be developed using integration, correlation, isolation and literature. Assessing and reporting, with a focus on the identification of misconstructs will be examined. Planning equitable assessment strategies and learning experiences for students with special needs or circumstances will be addressed. Recent developments in Maths across Australia with regard to ICT, Outcomes based reporting, national curriculum, national testing, Gifted and Talented will be critiqued.

Outcomes

At the end of this unit the student should be able to:

Subject Content

Maths

This course may be offered in the following formats

Pre-service Teachers will examine pupil work samples, transcripts, NSW Board of Studies Syllabus continuum, supporting documents and related resources, programming and planning exemplars, graphic calculators and technology assisted learning tools; and participate in experiments and hands-on mathematics learning experiences. They will identify numeracy across the curriculum and identify links across the other KLA’s for mathematical development. During the intensive Pre-service Teachers will be introduced to guest lecturers from professional associations e.g. Mathematical Association of NSW Inc and given opportunities to benefit from Professional Development events.

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

Minor Assessment (35%) Due Week 4

(Group Assignment)

Develop an annotated bibliography for Maths critiquing the following resources aligning each to an approach identifiable from the research into mathematics education, the pedagogical strengths and weaknesses of the material (refer to the NSW DET Quality Teaching in NSW Public Schools Discussion Paper), the Stage appropriateness, and suitability to culturally and linguistically diverse learners.

(Minimum of 50 materials):

Present your findings in a way that can be readily accessible to your colleagues (this has scheduled for EDU423 Children, Families and Schooling). Consider the organization of your resources, accessibility and currency.

Major Assessment- Small group Maths Teaching (65%) Due Week 12

Part A Rationale and Lesson Plan

Using at least three (3) different teaching approaches design a series of five (5) lessons (include lesson plans, resources and assessments) on a key mathematical construct drawn from the NSW Syllabus that is Stage appropriate for your target group. Design the lessons around the prior knowledge and background of a group of students. Write a rationale for the appropriateness of each approach for the group with regard to their needs and experience, and/or the concept itself. Support your position with reference to research.

Part B

Teach your five lessons to the small group of students. Video or audio record the sessions. Interview the students after each lesson. Reflect on the success or otherwise of the learning experience from both the learners’ and your own point of view (include evaluation and assessment material, and pertinent transcripts of lesson passages). Indicate how you modified your original lesson plans to accommodate the students’ feedback and conceptual development. (See Permission Letters for data collection in Professional Experience Program Manual.)

1500 words- Completed assignment to include:- Rationale, lesson plans, resources (photographed or referenced), assessments, interview questions, lesson transcripts, reflection on your ability to moderate your practice.

Prescribed Text

Representative References

Additional References

Journals

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