Course outline. Code: EDU341 Title: Teaching Mathematics

Transcription

1 Course outline Code: EDU341 Title: Teaching Mathematics Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator: Glorianne Porter Room C2.04 Tel: GPorter@usc.edu.au Course Moderator: Margaret Marshman 1. What is this course about? 1.1 Course description The course offers you a lecture and workshop format that explores early primary mathematics. Also, you will be required to develop your own personal mathematics content knowledge (P-7) as you explore curriculum and pedagogy. Workshops will consider current curriculum documents and deal with practical aspects of designing a hands-on, constructivist based approach to teaching mathematics. Current research in problem-solving and thinking mathematically will be investigated with a view to developing effective teaching and assessment practices. 1.2 Course content Current learning theory within a mathematical context; Curriculum frameworks relevant to early primary contexts; Teaching mathematics equitably to all children; Mathematical teaching pedagogies and resources; Early development of number and mathematical language; Strategies for teaching and assessing students in acquisition of mathematical concepts relating to number, algebra, geometry, measurement, probability and statistics. Understanding and correcting mathematical misconceptions; Mathematical content required for primary teaching; Personal numeracy skills equivalent to year Unit value 12 units Version Semester Recfind File Number: F14041

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Identify and apply learning theory, developmentally appropriate practice and mathematical language in a mathematical context. Identify and use the Australian Curriculum: Mathematics. Develop a repertoire of mathematical teaching pedagogies and resources to meet the needs of a diverse range of learners within the early years. Plan learning environments and develop learning episodes that reflect a sound understanding of mathematical concepts related to Number and Algebra, Measurement and Geometry, and Statistics and Probability. Demonstrate an understanding of mathematical content knowledge. Task 2: Weekly Unit Plan Task 3: Teaching Segment and Task 2: Weekly Unit Plan Task 3: Teaching Segment and Task 2: Weekly Unit Plan Task 3: Teaching Segment and Task 2: Weekly Unit Plan Task 3: Teaching Segment and Task 1: Formative Content Knowledge Exam Task 4: Summative Content Knowledge Exam Empowered. Knowledgeable. Empowered. Knowledgeable. Empowered. Knowledgeable. Empowered. Knowledgeable. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions Students must be enrolled in ED301, ED303, ED304, AE301, AE302, BE301 OR SE Pre-requisites Nil 4.3 Co-requisites Nil 4.4 Anti-requisites EDU Specific assumed prior knowledge and skills (optional) N/A

3 5. How am I going to be assessed? Page Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks (EDU341) Assessment Tasks Task No. Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it? 1 Formative Content Individual 0% 1 hour Online week 2 Online Knowledge Exam 2 Weekly Unit Plan Individual 30% 1500 words equivalent Friday week 6 by SafeAssign 5pm 3 Teaching Segment and Group 20% 10 minute teaching segment with materials During tutorials weeks 7 to 10 SafeAssign 4 Summative Content Knowledge Exam and lesson plan Individual 50% 1½ hours In tutorial week 10 In tutorial 100% Assessment Task 1: Formative Content Knowledge Exam Goal: To provide feedback about your personal mathematics content knowledge for primary teaching Product: Mathematics exam Format: You will respond to 30 short answer/ multiple choice questions that encompass mathematical knowledge and processes as outlined in the content strands of the Australian Curriculum: Mathematics (P-7) in a one hour exam in week 2. Criteria Mathematical content knowledge for primary teaching. Generic skill assessed Skill assessment level Problem solving Assessment Task 2: Weekly Unit Plan Goal: Product: Format: To apply knowledge about a mathematical concept Unit Plan You will choose a mathematical concept from the Number and Algebra strand and a particular year level from F-3 and create a weekly unit plan to introduce and develop a mathematical concept from the beginning. The approximate time frames for your lessons are as follows: P = 30 minute lesson, Year 1 = 40 minute lesson, Year 2 = 50 minutes and Year 3 = 60 minutes. This is an individual task which must be completed on the template provided on Blackboard. You should include relevant curriculum statements, a rationale, your understanding of the aspect of the concept you are developing each day, teaching and learning activities, assessment strategies, examples of relevant resources and a reference list.

4 Page 4 Criteria Knowledge and application of the Australian Curriculum: Mathematics Knowledge of specific mathematical concepts, mathematical language and consecutive planning; Relevant learning theory and developmentally appropriate practice in a mathematical context; Range of mathematical teaching pedagogies and resources to meet the needs of a diverse range of learners; Professional communication Generic skill assessed Skill assessment level Organisation Communication Assessment Task 3: Teaching Segment and Goal: To use the Australian Curriculum: Mathematics to prepare and present an early years teaching segment Product: Teaching segment and lesson plan Format: You will choose a mathematical concept from any strand within the Australian Curriculum: Mathematics, that includes new content and year level not included in Task 2. You will create a lesson plan and then present a 10 minute teaching segment from the lesson plan during your tutorial. You will work in pairs to develop a written lesson plan using the template provided on Blackboard. You and your partner will teach two of the activities from the lesson plan to one half of the class simultaneously for approximately 10 minutes each. You will need to locate materials and activities related to the concept you plan to teach, model the teaching of the selected mathematical concept by incorporating suitable teaching pedagogy/mathematical language for a P-3 class, and demonstrate good questioning skills while you are teaching. Criteria Knowledge and application of the Australian Curriculum: Mathematics Teaching segment that demonstrates knowledge of a specific mathematical concept and associated mathematical language. Development and application of a range of mathematical teaching pedagogies and resources to meet the needs of a diverse range of learners in an early Primary years mathematical context. Spoken communication in the teaching segment and written expression for professional purposes. Generic skill assessed Skill assessment level Organisation Communication Assessment Task 4: Summative Content Knowledge Exam Goal: To demonstrate personal mathematics content knowledge to year 7. Product: Mathematics exam Format: You will undertake a one and a half hour, short answer and multiple choice exam in the week 10 tutorial. You will respond to 30 questions that encompass mathematical knowledge and processes as outlined in the content strands of the Australian Curriculum: Mathematics. Criteria Mathematical content knowledge for Primary teaching. Generic skill assessed Skill assessment level Communication

5 Page Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours 1 hour lecture and 3 hour tutorial x 10 weeks (or equivalent) Tutorial delivered in workshop format 6.2 Teaching semester/session(s) offered Semester 1

6 6.3 Course activities Teaching What key concepts/content Week / will I learn? Module 1 Curriculum Documents Early Number 2 Working Mathematically Proficiency Strands Problem Solving Place Value 3 Patterns and Algebra Questioning 4 Addition/Subtraction Number Facts 5 Multiplication and Division Assessing student understanding Page 6 What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities Lecture, Tutorial Approaches to learning and teaching Teaching early number concepts Lecture, Tutorial Teaching place value concepts The language of mathematics Lecture, Tutorial Teaching patterns and algebra Considering questions Lecture, Tutorial Teaching addition and subtraction concepts number fact strategies Planning a weekly unit Lecture, Tutorial Teaching multiplication and division concepts Assessment strategies 6 Measurement Lecture, Tutorial Teaching measurement concepts Preparation for lesson planning and teaching episode 7 Geometry Lecture, Tutorial Teaching geometry concepts 8 Fractions Lecture, Tutorial Teaching fraction concepts 9 Statistics & Probability Lecture, Tutorial Teaching statistics & probability concepts Text chapters 2,8 Text chapters 3,11 Text chapter 14 Text chapters 9,10,12 Text chapter 5, 9,10,13 Text chapter Teaching Mathematics Equitably Summative exam in tutorial Text chapter 6 Please note that the course activities may be subject to variation. Text chapter 20 Text chapter 15 Test chapters 21,22

7 Page 7 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Van Der Walle, J.A., Karp, K.S Elementary and Middle School Pearson and Bay-Williams, J.M. Mathematics Teaching Developmentally De Klerk, J Illustrated Maths Dictionary Pearson Australia 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements None 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentlifeandlearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability

8 10. Faculty specific information Page 8 The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate): Assessment Task Task 1: Formative Content Exam Task 2: Weekly Unit Plan Task 3: Teaching Segment and Task 4: Summative Content Exam Australian Professional Standards for Teachers (Graduate) 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.2 Organise content into an effective learning and teaching sequence. 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Demonstrate a range of verbal and nonverbal communication strategies to support student engagement. 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. General enquiries and student support Faculty Student Support Office Tel: Fax: SHEinfo@usc.edu.au