EDU8326 Learning Difficulties: Mathematics
|Semester 1, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||9 March 2014|
Examiner: Rahul Ganguly
Moderator: Nicole Todd
It has been estimated that between 5% and 8% of school-age students have some form of difficulty with mathematical learning. In today's diverse classrooms it is vital for educators to ensure that all students have access to and can participate in the curriculum offered. The area of mathematics is no exception.
This course offers postgraduate students an opportunity to explore current issues in mathematics education and how these issues relate to inclusion in today's diverse classrooms. Prevention and intervention of learning difficulties in mathematics in the classroom is a major focus. Effectively teaching students with long term mathematics learning disabilities will also be examined in this course.
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 successful completion of this course students will be able to:
- Demonstrate a detailed knowledge and understanding of current issues and theories in mathematics education and inclusion (Assignment 1)
- Demonstrate a detailed knowledge and understanding of effective pedagogy in terms of meeting the mathematical learning needs of students in the inclusive classroom (Assignments 1 and 2)
- Develop an inclusive mathematical program aimed at prevention of mathematical difficulties (Assignment 2)
- Implement and monitor an inclusive mathematical program demonstrating an understanding of principles of prevention and intervention (Assignment 2)
- Demonstrate competence in written language and scholarly writing including correct spelling, grammar and bibliographic referencing (Assignments 1 and 2)
- Detail effective instructional interventions for students with mathematics learning disabilities (Assignment 2)
|1.||Current Issues in mathematics education||10.00|
|2.||Current issues in diversity and inclusion||10.00|
|3.||The inclusive classroom - mathematics education for students with learning difficulties||70.00|
|4.||Instructional interventions for students with mathematics learning disabilities||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=01&subject1=EDU8326)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Allsopp, D.H., Kyger, M.M. & Lovin, L.H (2007), Teaching Mathematics Meaningfully: Solutions for reaching Struggling Learners, Paul Brookes Publishing.
Small, M (2012), Good Questions: Great Ways to Differentiate Math Instruction, Teacher College Press, Amsterdam Avenue, NY.
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
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||17 Apr 2013|
|ASSIGNMENT 2||60||60||12 Jun 2013|
Important assessment information
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.
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.
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.
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.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
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.
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
Students will require access to e-mail and Internet access to UConnect for this course.