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.
Module 1: Mathematics and difference
- Equity and diversity in mathematics education
- Inclusive mathematics teaching strategies
- Mathematics and Aboriginal and Torres Strait Islander student education
- Mathematics and EAL/D students; mainstream classroom strategies, systemic and community resources
- Mathematics and gifted and talented students and differentiation of instruction
- Learning difficulties and learning disabilities, inclusive practices, adapted curriculum
- The learning framework in number; approaches to targeted intervention
Personalised learning plans, including:
- instructional decisions, individualised learning plans, differentiated instruction
- identifying and accessing support personnel and services
- involving parent and community, ethics and responsibilities
Module 2: Mathematics and assessment
- Approaches to assessment in early childhood settings and the primary classroom
- Trends in assessment
- Interview-based assessment; SENA testing, Newman’s analysis
- Principles and practices of reporting, including standardised reporting and reporting software
- Alternative assessment models
- Basic skills testing, including NAPLAN and Best Start
- International comparison studies
- Syllabus outcomes and indicators.
Module 3: Issues in teaching mathematics
- Role and value of mathematics in the broader school curriculum and the relationship between mathematics, numeracy and literacy
- 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
- Mathematics K–10 Syllabus, Support Documents and NSW Primary Curriculum Foundation Statements, Early Years Learning Framework
- Theories of mathematics learning and instruction
- Productive pedagogies, quality teaching in the teaching of mathematics
- Issues in teaching number, number sense and mental computation including the understanding that mathematical learning begins at birth
- The roles of formal algorithms and calculators
- Using and applying mathematics in problem solving, mathematical modelling, word problems
- Information and communications technology and the teaching of mathematics.
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||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|
|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|
|3||design formative and summative assessment tasks with feedback, moderation and reporting|
|4||analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy|
|5||demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings|
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
- design differentiated teaching and learning strategies to meet the needs of diverse classrooms/early childhood settings and to empower learners across key transition points
- 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
- demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings
- 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.
Teaching and assessment
Commonwealth Supported courses
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