Course outline. Code: EDU209 Title: Teaching Mathematics in the Early Years

Course outline Code: EDU209 Title: Teaching Mathematics in the Early Years Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2016 Course Coordinator: Vicki Schriever Email: vschriev@usc.edu.au. Course Moderator: Beverly Lowe 1. What is this course about? 1.1 Course description You will develop an understanding of the Australian Curriculum: Mathematics (Prep to Year 3). You will explore current research in early learning and teaching of mathematics to enable you to conceptualise, plan and design learning, teaching and assessments. You will consider a range of strategies including play-based and inquiry learning as well as interpret student thinking and diagnose misconceptions to improve student learning. You will also explore the linkages with literacy, numeracy and ICT and develop your mathematical content knowledge. 1.2 Course content Current learning theories within a mathematical context, including play, constructivism and inquiry. The Australian Curriculum: Mathematics. The language of mathematics. Mathematical pedagogies, assessment and resources to meet the needs of all learners. Strategies for teaching and assessing students in acquisition of mathematical concepts relating to number, algebra, geometry, measurement, probability and statistics. Identifying student thinking and understanding and correcting mathematical misconceptions. Evaluating and improving student learning. Mathematical content knowledge for teaching. 2. Unit value 12 units Version Semester 2 2016 Recfind File Number: F21488

3. How does this course contribute to my learning? The specific learning outcomes that you will achieve by successful completion of this course: Apply mathematical learning theory and developmentally appropriate pedagogy using the proficiency strands of the Australian Curriculum: Mathematics for early years learners Develop a repertoire of mathematical pedagogies, assessment and resources to meet the needs of a diverse range of early years learners Plan and develop learning environments and learning episodes that reflect a sound understanding of mathematical concepts, literacy and ICTs You will be assessed on the learning outcome in task/s: Task 1: Mathematics Resource and Rationale Task 2: Lesson Plan and Teaching Segment Task 3: Critique of Scenario Task 1: Mathematics Resource and Rationale Task 2: Lesson Plan and Teaching Segment Task 3: Critique of Scenario Task 2: Lesson Plan and Teaching segment Task 3: Critique of Scenario Completing these tasks successfully will contribute to you becoming: Empowered. Empowered. Empowered. 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 Enrolled in ED304 or ED306 or ED303 4.2 Pre-requisites N/A 4.3 Co-requisites N/A 4.4 Anti-requisites EDU341 4.5 Specific assumed prior knowledge and skills (optional) N/A 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

5.2 Assessment tasks Task No. (EDU209) Assessment Individual or Group Tasks 1 Mathematics Resource and Rationale 2 Lesson Plan and Teaching Segment 3 Critique of Scenario Page 3 Weighting % What is the duration / length? Individual 20% 500 words + resources Group 40% (20% for group Lesson plan and 20% for individual teaching) 10 minute teaching segment with materials and lesson plan When should I submit? Week 4 Weeks 6-9 Where should I submit it? Safe Assign (rationale) and in tutorial (mathematics resource) Safe Assign (lesson plan) and in tutorial (teaching segment) Individual 40% 1500 words Week 10 Safe Assign 100% Assessment Task 1: Mathematics Resource and Rationale Goal: Demonstrate knowledge of the concepts, substance and structure of the Australian Curriculum: Mathematics in the creation of a resource for early years learners Product: Digital or physical mathematical resource and 500 word rationale Format: You will create a digital or physical resource to support learning of a new mathematical concept. You will also produce a 500 word rationale that explains how your resource will develop new mathematical knowledge and cater to a range of students including those who have special educational needs. Criteria Knowledge of the concepts, substance and structure of the Australian Curriculum: Mathematics Creation of an age appropriate and engaging resource that engages students in active learning of the mathematical concept Explanation of how the resource supports a range of teaching strategies to develop the concept and for a diverse range of learners Use of academic writing and referencing conventions Generic skill assessed Skill assessment level Problem solving Introductory

Assessment Task 2: Lesson Plan and Teaching Segment Goal: Develop a lesson plan and deliver a 10 minute teaching segment to demonstrate knowledge of the Australian Curriculum: Mathematics. Product: Lesson Plan and Presentation of a 10 minute teaching segment Format: You will work in pairs to develop a written lesson plan to develop a new mathematical concept for young learners using the template provided on Blackboard. You and your partner will individually teach one of the activities from the lesson plan to one half of the class simultaneously for approximately 10 minutes. 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 an early years class, and demonstrate good questioning skills while you are teaching. You will also submit your lesson plan for marking through safe assign. Your lesson plan will receive a group mark out of 20% but you will be graded individually on your microteaching (20%). Criteria Knowledge of the concepts, substance and structure of the Australian Curriculum: Mathematics Lesson objectives and assessment knowledge Rationale and purpose of the lesson and catering for diversity Learning and teaching sequences of mathematics content Knowledge of resources and teaching strategies in mathematics Explicit modelling of concepts Teaching and engagement of peers in microteaching Generic skill assessed Skill assessment level Problem solving Introductory Collaboration Introductory Assessment Task 3: Critique of Scenario Goal: To use mathematical learning theory and knowledge of curriculum content, pedagogy and resources to critique a mathematics lesson Product: Essay Format: You will be provided with an early years primary classroom scenario which you will analyse and reflect upon, by referring to the research literature in terms of: the content and proficiency strands of the Australian Curriculum: Mathematics; identifying Mathematical understandings of the students (assessment). using this knowledge to improve the lesson identifying the pedagogy and learning happening in the classroom to evaluate the teaching program to improve student learning. Criteria Knowledge of the concepts, substance and structure of the Australian Curriculum: Mathematics Evaluates the scenario identifying strengths and areas for improvement Application of curriculum and assessment knowledge to evaluate students understandings and misconceptions Design learning sequences to address students needs and to improve teaching and learning Engagement with the literature Use of academic writing and referencing conventions Generic skill assessed Skill assessment level Problem solving Introductory

5.3 Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. 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 Blackboard site 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 2 hour lecture equivalent, 2 hour tutorial 6.2 Teaching semester/session(s) offered Semester 1 & 2

6.3 Course activities Teaching What key concepts/content will I Week / learn? Module 1 Australian Curriculum: Mathematics Introduction to teaching and learning mathematics Developing early number concepts and number sense 2 Working mathematically and the proficiency strands Developing place value concepts 3 Developing addition and subtraction Number facts What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities ACARA Early Years Framework Text chapters 2, 8 ACARA Text chapters 3, 4, 11 Text chapters 9 and 12 4 Understanding multiplication and division Text chapters 5, 9 and 13 5 Money and Financial Mathematics Assessment in mathematics 6 Developing patterning and algebraic thinking ACARA Text chapters 14 7 Teaching fractions 8 Teaching measurement 9 Teaching geometry 10 Teaching statistics and probability Text chapter 15 and 16 Text chapters 19 Text chapter 20 Text chapter 21 and 22 Please note that the course activities may be subject to variation. 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 De Walle, J.A., Karp, K.S. and Bay-Williams, J.M. 2016 Elementary and Middle School Mathematics Teaching Developmentally London: Allyn and Bacon. De Klerk, J 2013 Illustrated Maths Dictionary 5 th edition. South Melbourne: Pearson Education

7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. 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 N/A 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. Additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 2890 or Email: student central@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 http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learningand-teaching 10. Faculty specific information General Enquiries In person: Sippy Downs - Student Central, Ground Floor, Building C USC SouthBank - Student Central, Building B, Ground floor (level 1) USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Building A Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au

Assessment Task Task 1: Mathematics Resource and Rationale Task 2: Lesson Plan and Teaching Segment Task 3: Critique of Scenario Australian Professional Standards for Teachers (Graduate) Introductory Developing Graduate 2.1, 3.3, 3.4 2.1, 2.2, 2.3, 2.5, 3.3, 3.4 2.1, 2.3, 3.6