USQ LogoCourse specification
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDO3682 Higher Order Thinking: Maths P-7

Semester 2, 2013 On-campus Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 24 April 2014

Contents on this page

Staffing

Examiner: Trevor Black
Moderator: David Martin

Other requisites

It is highly recommended that students undertaking this course have also completed EDX1280 and EDX3280.

Rationale

Teaching mathematics to students is a complex endeavour requiring a high degree of knowledge and expertise. For prospective teachers to be effective and confident in teaching mathematics in years P-7, they need to experience quality mathematics teaching, to be mathematically competent, to know students as learners of mathematics and to know how to implement appropriate mathematical pedagogy. The development of positive attitudes towards mathematics and a broad knowledge of the teaching and learning of mathematics P-7 will assist in positioning teachers as effective mathematics educators when working with children. With a well developed knowledge of relevant pedagogy and subject matter, teachers can elevate the learning of mathematics through higher order thinking. Higher order thinking in mathematics harnesses students' enjoyment, satisfaction and engagement in mathematics. Such positive engagement will help address the national priority for higher standards in mathematics education and outcomes for students. This will assist the development of competent and confident teachers of mathematics when working from P-7.

Synopsis

This course aims to consolidate knowledge, skills and understanding of the specialised mathematical concepts, processes and affects that develop during the critical pre-primary and primary years of children's education. Students will explore higher order thinking in mathematics education to appreciate the significance of problem-solving strategies and heuristics appropriate for children as they emerge as mathematical thinkers. Students will explore avenues to foster and encourage language and risk taking in mathematical contexts with young children which are essential ingredients for children to solve problems and reason mathematically.

Objectives

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. demonstrate knowledge of the concepts and processes associated with the P-7 development of numeration, operations, estimation, measurement, problem solving, space, chance and data, graphs and patterns associated with algebra (Assignment 1 and 2)
  2. describe and apply appropriate instructional strategies in relation to higher order thinking and the content areas listed in 1 above and (Assignment 1 and 2)
  3. evaluate and develop appropriate mathematical experiences in the development of learning (Assignment 1 and 2)
  4. justify and describe how to integrate the use of technology in mathematics lessons (Assignment 1 and 2)
  5. describe and incorporate current mathematical assessment approaches including rich assessment tasks (RATs) (Assignment 2)
  6. use and evaluate, mathematical materials and resources appropriate for developing higher order thinking in years P-7 (Assignment 1 and 2)
  7. demonstrate an awareness of selected mathematics education issues in years P-7 (Assignment 1 and 2)
  8. work confidently with current mathematics curriculum documentation in years P-7 (Assignment 1 and 2)
  9. demonstrate competence in appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 2).

Topics

Description Weighting(%)
1. Revision of general methodologies of mathematics education founded on Lower (First) Order Thinking 10.00
2. Defining and identifying Higher Order Thinking in years P-7 mathematics 10.00
3. Introduction to meta-cognitive concepts and developing Higher Order Thinking through team-based learning and problem-based learning pedagogies 10.00
4. Higher Order Thinking skills in Space: from spatial sense to geometric structures 20.00
5. Higher Order Thinking skills in Patterns and Algebra: from number sense to algebraic structure 20.00
6. Higher Order Thinking skills in Measurement, Chance and Data 20.00
7. Implementing Technology and ICT programs in curriculum to enhance and stimulate creativity, visualisation, modelling and imagination 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=02&subject1=EDO3682)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Andrews, A. G., & Trafton, P. R 2002, Little kids - powerful problem solvers: Math stories from a kindergarten classroom, NH: Heinemann, Portsmouth.
  • Lester, F. K 2003, Teaching mathematics through problem solving: Prekindergarten - Grade 6, National Council of Teachers of Mathematics, Reston, VA.
  • Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N 2009, Helping children learn mathematics, John Wiley & Sons, Hoboken, NJ.
  • Sperry Smith, S 2006, Early childhood mathematics, 3rd edn, Pearson Education, Boston, MA.
  • Van de Walle, J., Karp, K.S. & Bay-Williams, J. M (2013), Elementary and Middle School Mathematics: Teaching Developmentally, 8th edn, Pearson Education, Sydney, Australia.
  • Wright, R. J., Martland, J., & Stafford, A. K 2006, Early Numeracy: assessment for teaching and intervention, 2nd edn, Paul Chapman Publishing, London.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 23 Sep 2013
ASSIGNMENT 2 50 50 28 Oct 2013

Important assessment information

  1. Attendance requirements:
    ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

    ONLINE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.