Details for CRS314 Mathematics: Part B

This subject builds on CRS214 Mathematics: Part A, with a focus on the classroom and how learners engage with mathematics. It further develops the Pre-service Teacher’s ability to plan, teach and assess learners in a variety of contexts. It will investigate innovative ways in which programs can be developed to integrate numeracy across the curriculum.

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS314
• Credit points: 10

Subject Coordinator

Prerequisite

Unit Content

Outcomes

1. Critically examine and review approaches based on current research and resources including ICT for effectiveness in concept development in Mathematics;
2. Identify a student’s strengths and weaknesses including those at risk in Mathematics lessons using a variety of assessment instruments and plan a course of action to further the student’s learning;
3. Critique and recommend intervention strategies and approaches for students who are unable to engage fully in the class. This may include: special education needs, social and emotional issues or cultural and linguistic diversity, including Aboriginal and Torres Strait Islander students;
4. Using ACARA Mathematics and the NESA Mathematics K-10 syllabuses (Stages 1 – 3), create a multimedia resource for presentation to teachers reflecting content knowledge, current issues in mathematics education and student learning.

Subject Content

1. The relationship between ACARA Mathematics F-10 curriculum and NESA Mathematics K-10 Syllabus (Stages 1-3), knowledge of their aims, rationale and sequential development with particular focus on the general capabilities and cross-curriculum priorities and the value of other resources and /support documents in developing effective teaching and learning programs.
2. Numeracy and mathematics across the curriculum;
3. Innovating practices: integrating Mathematics across the curriculum, Interactive Whiteboard lessons, the use of YouTube, TeacherTube, IMovie, social media and other online resources, learning objects. Explore the TPACK model; Problem solving (Polya, Cognitive Research Trust (CoRT) and Math Trails, investigative approaches;
4. Communicating Mathematics: perspectives from classroom practice and current research (planning, assessing and recording; mathematical communications i.e. journaling, oral reflections, drawing pictures, group work); knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities;
5. Scaffolding conceptual development, engagement, building understanding through questioning (open and closed), levels of questions, fostering creative and higher order thinking, problem solving strategies, concrete materials with Mathematics K-10 Syllabus; Identification and evaluation of ICT resources for effectiveness in mathematical concept development, including websites and interactive whiteboard activities. (Dipity, audio boo, Instagram, Interactive Whiteboard, Google Earth, Google maps, video games);
6. National Testing and identifying common misconceptions. Discuss remediating the mathematical concept and encouraging risk taking and alternative solutions (revisiting POLYA & other strategies in mathematics);
7. Designing, evaluating and using multiple assessment tools, documenting results against outcomes. Creating learning experiences based on diagnosis, monitoring and recording progress. (Waddington Maths, NAPLAN, CAMS & STAMS); Basic interpreting results of professional testing and how we can use it in the classroom to help students (e.g. professional diagnosis, school-based records and data collection, TIMMS and OECD comparisons, national testing benchmarking), including communicating to parents; the use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans;
8. Organisation for learning and integration of ICT – social construction of mathematics, student-centred, negotiated involvement of students, small group, ability and multi-staged groups, peer teaching;
9. Learning enrichment and differentiation experiences for teaching Mathematics.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• 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. Forum Posts (30%)
2. Case Study (30%)
3. Group Creative Presentation (40%)

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