Details for Teaching and Learning Mathematics Part B
- Currently offered by Alphacrucis: Yes
- Course code: EDU424
- Credit points: 9
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)).
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.
At the end of this unit the student should be able to:
- Demonstrate proficiency in planning, programming, teaching and assessing maths concepts within and across the curriculum
- Analyse student transcripts for teacher scaffolding and concept development
- Identify and diagnose students at risk in maths lessons using a variety of assessment instruments
- Provide remediation and intervention strategies for students who are unable to engage fully in the class through lack of ability, social and emotional issues or cultural and linguistic diversity.
- Provide enrichment learning experiences and directions for the gifted and talented in maths and maths across the curriculum lessons
- Integrate mathematics concepts and processes across the curriculum, for example in design and technology projects
- Identify computer and technology resources for concept development in maths
- Communicating Mathematics: perspectives from classroom practice and current research.
- Communicating the ‘big ideas,’- mathematics as reasoning and creative ability to abstract and generalize, identify, describe and apply patterns and relationships.
- Assessing and recording mathematical communications, self and peer assessment
- Identifying common misconceptions (Clements, Lovitt, Clarke, D.) and remediating in maths concept development, encouraging risk taking and alternate solutions, verbalizing processing and metacognition
- Designing Tests and assessment tools documenting results against outcomes, giving student oral and written feedback. Designing learning experiences based on diagnosis, monitoring and recording progress. Portfolios and multiple sources of assessment strategies
- Interpreting results of professional testing (e.g. Professionals diagnosis, in-house records and data collections, TIMMS and OECD comparisons, national testing benchmarking)
- Communicating to parents, parental expectations e.g re: homework and ‘at risk’ pupil development
- Analysis of transcripts and scaffolding in teacher and pupil classroom exchanges (Ellerton)
- Scaffolding conceptual development, engagement, building understanding through:- questioning (open and closed), levels of questions, fostering creative and higher order thinking, student engagement (questioning, applying strategies, communicating, reasoning, reflecting), guess and check, mental and written computation, journal writing, conceptual maps, role of concrete materials and computer assisted tools
- Organisation for learning- social construction of mathematics, student centred, negotiated involvement of students, small group, ability and multi-staged groups, peer teaching
- Experiences for teaching mathematics to the gifted and talented
- Using Children’s Literature as a springboard to maths and integration (Griffiths)
- Critiquing Discovery Centres, websites and resources.
- Challenges and competitions (Sudoko, Tournament of Minds, WebQuest, Chess…)
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.
Minor Assessment (35%) Due Week 4
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):
- Set texts
- Class sets
- Television and news programs
- Print media such as newspaper and magazine cuttings
- Incursion and excursion companies and sites
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.
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.
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- Teaching Children Mathematics
- The Arithmetic Teacher
- Square One
- Australian Primary Mathematics Classroom (APMC)
- Journal for Research in Mathematics Education
- ACU Mathematics Teaching and Learning Centre http://www.acu.edu.au/mtlc/index.html
- Australian Association of Mathematics Teachers http://www.aamt.edu.au/
- Mathematics association of NSW email: firstname.lastname@example.org
- Mathematics Association of Victoria http://www.mav.vic.edu.au/
- Mathematics Education Research Group of Australasia http://merga.net.au