Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online |
Unit description
Introduces students to curriculum, assessment and pedagogy in the key learning area of Mathematics. It focuses on Years 7-10 (Stages 4-5) syllabuses. Students will design lessons, assessments, resources and activities from the Mathematics syllabus. These designs will be informed by a range of teaching and learning priorities including critical, creative and connected inquiry-based learning, differentiation, disability and inclusion, Aboriginal & Torres Strait Islander cultures, digital technologies, literacy and numeracy.
Unit content
Module 1: Mathematics Curriculum and Technology
Module 2: Teaching, Learning and Assessing Mathematics
Module 3: Applications and Connectedness of Mathematics
Module 4: Teaching Number and Algebra
Module 5: Teaching Measurement and Geometry, and use of ICT
Module 6: Teaching Statistics and Probability
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.
| On completion of this unit, students should be able to: | |
|---|---|
| 1 | demonstrate a working knowledge of the concepts and content of the Mathematics Years 7-10 syllabus, its history and status within the K -12 continuum of learning and be able to apply that understanding in order to meet the diverse needs and cultural backgrounds of learners and to engage all students in active learning |
| 2 | prepare detailed, engaging, coherent and effective lessons plans and units of work that relate to selected content and learning outcomes in the Mathematics Years 7-10 syllabus and that address theoretical and practical elements of a syllabus and demonstrate and apply knowledge of syllabus cross-curriculum priorities and general capabilities |
| 3 | demonstrate effective teaching and learning strategies based on the NSW Quality Teaching Framework and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement and critically engage with a range of issues in teaching Mathematics, and assess the appropriateness of resources (including ICT) that link to informed and effective teaching and learning across the Mathematics Years 7-10 syllabus |
| 4 | discuss strategies to assess student achievement of learning outcomes, including assessment 'of', 'for' and 'as' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes |
On completion of this unit, students should be able to:
- demonstrate a working knowledge of the concepts and content of the Mathematics Years 7-10 syllabus, its history and status within the K -12 continuum of learning and be able to apply that understanding in order to meet the diverse needs and cultural backgrounds of learners and to engage all students in active learning
- prepare detailed, engaging, coherent and effective lessons plans and units of work that relate to selected content and learning outcomes in the Mathematics Years 7-10 syllabus and that address theoretical and practical elements of a syllabus and demonstrate and apply knowledge of syllabus cross-curriculum priorities and general capabilities
- demonstrate effective teaching and learning strategies based on the NSW Quality Teaching Framework and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement and critically engage with a range of issues in teaching Mathematics, and assess the appropriateness of resources (including ICT) that link to informed and effective teaching and learning across the Mathematics Years 7-10 syllabus
- discuss strategies to assess student achievement of learning outcomes, including assessment 'of', 'for' and 'as' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes
Prescribed texts
- Goos, M, Stillman, G & Vale, C, 2007, Teaching secondary school mathematics: Research and practice for the 21st century, Allen & Unwin, Sydney, NSW.
- Prescribed text information is not currently available.
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Fee paying courses
For postgraduate or undergraduate full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
Please check the international course and fee list to determine the relevant fees.