University of Technology Sydney

028262 Mathematics Teaching Methods 4

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): (028259 Mathematics Teaching Methods 1 AND (120 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 120 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 120 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013071 Mathematics Teaching Methods 4 AND 013418 Mathematics Teaching Methods 4 AND C10209 Bachelor of Educational Studies

Description

This subject prepares effective beginning mathematics teachers and sets a foundation for continuing professional learning. Students apply their educational studies to design, organise and evaluate methods and materials as a basis for their future teaching of mathematics. Students adopt an inquiry-based process in which real-world mathematics problems and questions are identified and explored in-depth to generate deep knowledge pertinent to students' professional learning needs.

Subject learning objectives (SLOs)

a. Discuss contentious and/or key issues and their implications for mathematics education
b. Apply a theoretical framework grounded in education research, to teaching and learning in mathematics
c. Evaluate personal contribution to a team working through professional learning cycles
d. Present research outcomes within and beyond a school community
e. Identify benefits and issues related to innovations in teaching and learning school mathematics, including technology use
f. Explain mathematical ideas accurately and with clarity including use of suitable language, examples and models

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
  • Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

GRADUATE TEACHER STANDARDS

There are three descriptors from the graduate teacher standards that are addressed in this subject and demonstrated in relation to Taught, Practised and Assessed:

2.2.1 Organise content into an effective learning and teaching sequence.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Descriptor 2.2.1 will be taught in the Week 2 lecture, practiced in the Week 2 tutorial and assessed in Assessment task 1 criteria a and c.

Descriptor 2.3.1 will be taught in the Week 3 lecture, practiced in the Week 3 tutorial and assessed in Assessment task 1 criteria a and c, and Assessment task 2 a and c.

Descriptor 5.3.1 will be taught in the Week 4 lecture, practiced in the Week 4 tutorial and assessed in Assessment task 1 criterion d and Assessment task 2 criterion a.

COURSE INTENDED LEARNING OUTCOME

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments
1.5 Employ contemporary technologies effectively for diverse purposes

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry
2.2 Make well-informed contributions to contemporary debates pertinent to education

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies

Teaching and learning strategies

Students experience the learning in this subject through a combination of tutorial and online discussions, practical activities, readings and short lectures. An emphasis will be placed on collaborative learning, as students engage in workshop activities in groups, and contribute to whole class discussion.

Investigative workshop activities, lectures and associated readings will allow students to develop strategies that will promote learning in the classroom, to strengthen their own mathematical concepts, and to develop an appreciation of issues in mathematics education.

The development of skills in lesson planning and sequencing is supported through structured discussion and workshop activities. Students develop their ability to use technology for teaching mathematics, and undertake individual research to develop the ability to explain mathematical ideas accurately and with reference to real-life application.

Content (topics)

This is the fourth Mathematics Teaching Methods subject. In this subject, students synthesise their prior learning about each of the following aspects of teaching:

  • Mathematics syllabus content at Stages 4, 5 and 6;
  • Current issues and research that shape Mathematics teaching and course design;
  • Identification and application of appropriate topics, themes and concepts as the basis of programming;
  • Creative use of technologies to support the development of mathematical understanding;
  • Assessment moderation and its application to support consistent and comparable judgements of student learning;
  • Scenario-based, problem-based and project-based learning.

Assessment

Assessment task 1: Literature Review

Objective(s):

b and f

Weight: 15%
Length:

700 words excluding references.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Correctness of mathematics and relevance to selected topic / unit of work 50 f 1.1
Suitability for improving student learning of the selected topic / unit of work 50 b 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Professional Paper

Objective(s):

a, b, c, d, e and f

Weight: 45%
Length:

One journal article based on template - Approximately 2000 words.

Comments on papers produced by two other pre-service teachers - Approximately 200 words.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Correctness of mathematics and relevance to syllabus outcomes 20 f 1.1
Suitability for student engagement and mathematical development 20 b 1.2
Clarity of communication with consideration of external audience 20 d 6.1
Persuasiveness of key points, with relevant literature referenced for each example 20 a, e 2.1
Relevance and constructiveness of feedback to colleagues 20 c 2.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Examination

Objective(s):

b and f

Weight: 40%
Length:

2 hours

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Accuracy of mathematical knowledge 50 f 1.1
Research-informed understanding of effective teaching practice for mathematics 50 b 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is essential in this subject because important information is only available through the essential workshopping and interchange of ideas with other students and the tutor.

All assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve.

Required texts

Goos, M., Vale, C., & Stillman, G. (2017). Teaching secondary school mathematics, 2nd edition. Sydney: Allen & Unwin.

NESA (2012). Mathematics K-10 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10

NESA (2017). Mathematics Standard Stage 6 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/ 11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-standard-2017

NESA (2017). Mathematics Advanced Stage 6 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/ 11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-advanced-2017

NESA (2017). Mathematics Extension 1 Stage 6 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/ 11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-extension-1-2017

NESA (2017). Mathematics Extension 2 Stage 6 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/ 11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-extension-2-2017

References

See weekly class schedule.