028260 Mathematics Teaching Methods 2
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): (028259 Mathematics Teaching Methods 1 AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 48 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): 013059 Mathematics Teaching Methods 2 AND 013416 Mathematics Teaching Methods 2 AND C10209 Bachelor of Educational Studies
Description
This subject considers the skills and understandings required to be an effective secondary mathematics teacher and to create an engaging program for learning. This subject informs professional experience. An emphasis is placed on professional commitment, current developments in mathematics teaching and learning, and reflection on teaching practice. Topics include teaching to mixed-achievement classes, organising and evaluating methods and materials for learning, discipline-specific assessment and reporting, theoretical teaching frameworks, and enacting selected policies and perspectives, such as ATSI perspectives. In this subject, students demonstrate the development of a depth of knowledge within selected areas of education relevant to selected NSW Stage 4, 5 and 6 syllabuses.
Double methods students complete Teaching Methods 2 in each of their specialisations.
Subject learning objectives (SLOs)
| a. | Explain mathematical ideas accurately and with clarity including use of suitable language, examples and models. |
|---|---|
| b. | Identify and explore a range of mathematics teaching strategies. |
| c. | Identify, explore and create resources, including ICT, to enhance the teaching of mathematics and engage students in their learning. |
| d. | Organise content into an effective teaching and learning sequence. |
| e. | Design learning sequences and lesson plans using relevant mathematics curriculum, assessment, and reporting knowledge. |
| f. | Evaluate teaching programs to improve student learning. |
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)
- Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
- 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 four 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.
3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Descriptor 2.2.1 will be taught in the Week 1 lecture, practiced in the Week 1 tutorial and assessed in Assessment task 1 criteria a and c.
Descriptor 2.3.1 will be taught in the Week 1, 2, 5, and 6 lectures, practiced in the Week 1, 2, 5 and 6 tutorials, and assessed in Assessment task 1 criterion c.
Descriptor 3.2.1 will be taught in the Week 1, 2, 4, and 5 lectures, practiced in the Week 1, 2, 4, and 5 tutorials, and assessed in Assessment task 1 criteria a and c.
Descriptor 3.6.1 will be taught in the Week 1 lecture, practiced in the Weeks 2 to 9 tutorial, and assessed in Assessment task 1 criterion d, Assessment task 2 criterion a, and Assessment task 3 criterion b.
COURSE INTENDED LEARNING OUTCOMES
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 (GTS 1, 2)
1.2 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)
1.3 Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
Teaching and learning strategies
The teaching/learning strategies employed in this subject will include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by students, evaluation by students of presentations, development of lessons with revision of this in the light of practicum experiences, and assignments which critically examine and apply current thinking in mathematics teaching and learning, as well as using examples from the Mathematics Advanced Syllabus and Preliminary Mathematics General Syllabus (NESA Mathematics Syllabuses). https://syllabus.nesa.nsw.edu.au/mathematics/
Students will receive ongoing peer and tutor feedback throughout the teaching session.
Students are expected to pro-actively revise their basic mathematics content by accessing resources independently and seeking support as appropriate.
Gaps in knowledge of basic mathematics lead to considerable difficulty with this subject. Therefore, for Assessment Task 2, students will work on four mathematics questions each week to refresh their mathematics content knowledge. Students will be able to revise their content through these questions and then practise the explanation of the solutions to the questions.
Content (topics)
Students will typically experience the learning in this subject through the following processes and/or content that will be covered: a combination of tutorial and online discussions, cooperative group work, workshops, observations of workplace practices; practical activities, readings and short lectures specific to each of the objectives listed above, using examples from the Stage 6 Mathematics Syllabuses. Working Mathematically underpins the syllabus content and workshop activities.
- Knowledge of the mathematics syllabuses – Stage 6 General Mathematics, 2 Unit, Extension 1 and Extension 2, and Stages 4 and 5 (Years 7 - 10) mathematics syllabus in particular
- finance
- calculus
- trigonometry
- Designing, organising and evaluating methods and materials for learning, including ICT
- Assessment and reporting
- authentic assessment
- senior Mathematics assessment
- high stakes testing and assessment
- assessment for learning
- feedback strategies
- assessment moderation
- Relevant learning contexts to engage students
- Aboriginal and Torres Strait Islander perspectives
Assessment
Assessment task 1: Lesson Plan and Unit of Work
| Objective(s): | a, b, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||
| Length: | One unit of work based on template. One lesson plan based on template, with associated resources. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Online Activity
| Objective(s): | a, c and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | One original activity, equivalent to approximately 1500 words. Annotations on a unit of work. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Examination
| Objective(s): | e | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||
| Length: | The exam is designed to be 2 hours long. Students will be given a maximum of 4 hours to complete the paper. | ||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at workshops is important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the lecturer. An attendance roll will be taken at each workshop. Where possible, students should advise the lecturer in a timely manner if they have some extenuating reason for not being able to attend.
In order to pass the subject, students must achieve 1) an overall grade of 50% or above, and 2) achieve a minimum of 50% on the final examination. 50% on the final examination represents the minimum level of both knowledge of the content teaching and knowledge of effective teaching practice. Students who achieve an overall mark of 50% or above, but fail to achieve 50% or more in the final examination will receive an X grade.
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
References
See readings in weekly schedule.