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Details for CRS214 Mathematics: Part A

Effectively teach mathematics and numeracy in primary schools and provides an introduction to curriculum, pedagogy and assessment for teaching. The main focus is on the Pre-service teachers’ knowledge, experiences, skills and belief systems in mathematics learning and teaching.

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS214
  • Credit points: 10

Subject Coordinator

Prerequisite

The following courses are prerequisites:

  • EDU101—Foundations in Christian Learning and Teaching or 40 credit points

Unit Content

Outcomes

  1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content of ACARA Mathematics and the NESA Mathematics K-10 syllabuses (Stages 4 to 5) through the use of ICT and ICT resources in primary mathematical processing;
  2. Critically reflect upon your understanding of the concepts, substance and structure of Mathematics content, ethical teaching strategies, the safe use of ICT, and literacy and numeracy demands of the content; other general capabilities and cross curriculum priorities.
  3. Examine and demonstrate a range of pedagogical skills appropriate for teaching primary mathematics;
  4. Identify and explain the difference and importance of mathematics and numeracy as well as conceptual and procedural knowledge. Also explain the implications within different cultural belief systems including Australian Indigenous communities;
  5. Using ACARA Mathematics and the NESA Mathematics K-10 syllabuses (Stages 4 to 5), design and critically reflect upon a unit of work that demonstrates knowledge and understanding of students and how they learn and develops authentic learning sequences and lesson plans which incorporate various teaching approaches, including ICT, to meet learning needs across the full range of abilities,
  6. Demonstrate ability to design assessments across the full range of abilities and to designate work samples for reliably reporting to parents/carers and record-keeping;

Subject Content

  1. Introduction. How do our personal attitudes, beliefs and emotions impact on our teaching philosophy? Reflection on personal experiences with Mathematics;
  2. What is mathematics and how do we learn mathematics? Stages of growth and development in mathematical concepts;
  3. Syllabus / Australian Curriculum development:  Content Strand – Number and Algebra (Whole numbers, number patterns, algebraic reasoning);
  4. Syllabus / Australian Curriculum: Content strand – measurement and geometry;
  5. Syllabus / Australian Curriculum: Content Strand: Statistics and probability;
  6. Mathematical processes: working mathematically, understanding, fluency, problem solving strategies;
  7. Critical Numeracy (the use of statistics in media, sports, tourism and hospitality) and the ethical and unethical use of statistics for various purposes;
  8. Critically engage with teaching pedagogies and theories for mathematics teaching and learning (constructivism, humanism, direct / explicit instruction, socio-constructivism, constructionism, Skemp’s instrumental and relational learning, Flemming Model) in light of a Christian Worldview;

This course may be offered in the following formats

  • Face-to-Face
  • Distance/ Global Online

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

Assessment Methods

  1. Entrance Numeracy Test (10%)
  2. Critical Reflection (30%)
  3. Case Study (30%)
  4. Unit of Work (30%)

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references