Availabilities:
| Location | Domestic | International |
|---|
| Coffs Harbour | | |
| Gold Coast | | |
| Lismore | | |
| Online | | N/A |
Unit description
Focuses on current issues in the teaching and assessment of mathematics and numeracy in early childhood settings and primary classrooms. A particular emphasis is on developing differentiated strategies for numeracy teaching in diverse classrooms and the effective use of ICTs in mathematics education.
Unit content
Module 1: Mathematics and difference
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Equity and diversity in mathematics education
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Inclusive mathematics teaching strategies
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Mathematics and Aboriginal and Torres Strait Islander student education
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Mathematics and EAL/D students; mainstream classroom strategies, systemic and community resources
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Mathematics and gifted and talented students and differentiation of instruction
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Learning difficulties and learning disabilities, inclusive practices, adapted curriculum
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The learning framework in number; approaches to targeted intervention
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Personalised learning plans, including:
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instructional decisions, individualised learning plans, differentiated instruction
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identifying and accessing support personnel and services
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involving parent and community, ethics and responsibilities
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monitoring.
Module 2: Mathematics and assessment
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Approaches to assessment in early childhood settings and the primary classroom
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Trends in assessment
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Interview-based assessment; SENA testing, Newman’s analysis
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Principles and practices of reporting, including standardised reporting and reporting software
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Alternative assessment models
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Basic skills testing, including NAPLAN and Best Start
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International comparison studies
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Syllabus outcomes and indicators.
Module 3: Issues in teaching mathematics
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Role and value of mathematics in the broader school curriculum and the relationship between mathematics, numeracy and literacy
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Place of primary mathematics in the continuum of learning, EC–K, and in K–12, including a particular understanding of the links between Stage 3 and Stage 4
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Mathematics K–10 Syllabus, Support Documents and NSW Primary Curriculum Foundation Statements, Early Years Learning Framework
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Theories of mathematics learning and instruction
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Productive pedagogies, quality teaching in the teaching of mathematics
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Issues in teaching number, number sense and mental computation including the understanding that mathematical learning begins at birth
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The roles of formal algorithms and calculators
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Using and applying mathematics in problem solving, mathematical modelling, word problems
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Information and communications technology and the teaching of mathematics.
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
|---|
| 1 | analyse a wide range of current issues in teaching and learning mathematics and numeracy in early childhood and the primary school curriculum, and in assessing student performance in these areas | | | | Knowledge of a discipline | Lifelong learning | | |
| 2 | design differentiated teaching and learning strategies to meet the needs of diverse classrooms/early childhood settings and to empower learners across key transition points | | | | Knowledge of a discipline | | | |
| 3 | design formative and summative assessment tasks with feedback, moderation and reporting | | | | | | | Cultural competence |
| 4 | analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy | | | | Knowledge of a discipline | | | |
| 5 | demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings | | | | Knowledge of a discipline | | | Cultural competence |
On completion of this unit, students should be able to:
- analyse a wide range of current issues in teaching and learning mathematics and numeracy in early childhood and the primary school curriculum, and in assessing student performance in these areas
- GA4:
Knowledge of a discipline
- GA5:
Lifelong learning
- design differentiated teaching and learning strategies to meet the needs of diverse classrooms/early childhood settings and to empower learners across key transition points
- GA4:
Knowledge of a discipline
- design formative and summative assessment tasks with feedback, moderation and reporting
- analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy
- GA4:
Knowledge of a discipline
- demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings
- GA4:
Knowledge of a discipline
- GA7:
Cultural competence
Prescribed texts
- Most students will have this text from EDU20009.: Jorgensen, R. & Dole, S, 2011, Teaching Mathematics in Primary Schools, 2nd, Allen and Unwin, Crows Nest, Sydney. ISBN: 978 1 74175 723 1.
Prescribed texts may change in future study periods.