028262 Mathematics Teaching Methods 4
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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: |
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: |
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: |
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.