EDX1280 Foundations of Numeracy
|Semester 2, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Romina Jamieson-Proctor
Moderator: Nicholas Flegg
Numeracy is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. Numeracy is closely linked to mathematics, and involves using "some mathematics to achieve some purpose in a particular context" (DEST, 2000, p.14). To be numerate is to use mathematics effectively to meet the general demands of life at home, in paid work, and for participation in community and civic life. In school education, numeracy is a fundamental component of learning, performance, discourse and critique across all areas of the curriculum. It involves the disposition to use, in context, a combination of underpinning mathematical concepts and skills from across the discipline (numerical, spatial, graphical, statistical and algebraic); mathematical thinking and strategies; general thinking skills; and grounded appreciation of context (AAMT, 1997, p.15). Mathematics education has grown to become a recognised and significant research area in education. Its theories are based on analysis of the structure of mathematical tasks, the psychology of teaching and learning, and an understanding of the effect of social context on learning. Research on expertise in teaching mathematics has shown that teachers of all year levels require general pedagogic knowledge, specific mathematics pedagogic-content knowledge, and mathematics subject-matter knowledge. All three of these knowledge areas are important in this course.
Foundations of Numeracy is a shared course for the specialisations of Early Childhood, Primary / Middle and Special Education and will focus on aspects of teaching, planning and assessing the number, pattens and algebra strands of the mathematics curriculum, underpinned by a clear understanding of relevant subject-matter knowledge and current theories of learning and teaching. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised. Consequently, methods of doing and teaching mathematics experienced during the course are likely to be different to those experienced in the students' own schooling. Past and present practices will be critically examined in the light of research findings, curriculum documents and teaching practice. The course also serves to ensure that students themselves have an appropriate level of mathematical understanding and proficiency to undertake their professional roles. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
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:
- demonstrate competence in the use of materials, language, symbols, games, structured activities and teaching aids for the development of mathematical concepts, skills and strategies related to number and numeration, and patterns and algebra [Item 1 and 2];
- demonstrate personal competence in mathematical content that is relevant to the teaching of the mathematics strands covered in this course [Item 2];
- understand and be able to explain by example the conceptual base of mathematical processes and structures that underpin the number and patterns and algebra strands of the syllabus [Item 1 and 2];
- demonstrate an awareness of the desirability of fostering favourable attitudes towards involvement in mathematics and of the intellectual, behavioural and social actions required by children and their teachers in the construction of mathematical concepts, skills and strategies [Item 1 and 2];
- demonstrate a knowledge of good planning and implementation practices in primary mathematics and an ability to analyse and reflect upon activities and learning sequences [Item 1 and 2];
- be confident, competent and enthusiastic teachers of mathematics who are able to articulate and justify their personal philosophy upon which they will ground their teaching of primary mathematics [Items 1 and 2].
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Item 1.)
|1.||Current theories of teaching and learning mathematics||20.00|
|2.||Mathematics and numeracy pedagogy||20.00|
|3.||Numeration for whole numbers and fraction ideas||20.00|
|4.||Computation with whole numbers and fractions, mental and written||20.00|
|5.||Patterns and algebra||20.00|
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=EDX1280)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Reys, R., Lindquist, M., Lambdin, D., Smith,N., Rogers, A., Falle, J., Frid, S. & Bennett, S 2012, Helping children learn mathematics, 1st Australian edn, John Wiley & Sons, Milton.
(e-book version required – available direct from the Wiley website – follow these instructions to download the required text - www.wiley.com/go/digitalsupportau.)
Booker, G., Bond, D., Sparrow, L., & Swan, P (2004), Teaching primary mathematics, 3rd edn, Pearson, Sydney.
Burnett, J., & Irons, C (2002), Facts for Life [+, -, x, ÷], Prime Education, Brisbane.
Burnett, J., Irons, C., & Turton, A (2007), The book of facts: addition, Origo Education, Brisbane.
De Klerk, J (1999), Illustrated maths dictionary, 3rd edn, Longman, Brisbane.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N (2012), Helping children learn mathematics, 10th edn, John Wiley & Sons, Brisbane.
Van de Walle, J (2013), Elementary and Middle School Mathematics: Teaching Developmentally (with MyEducationLab), 8th edn, Pearson, Sydney.
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|
|TEACHING RESOURCES FOLIO PT1||20||20||05 Aug 2013||(see note 1)|
|TEACHING RESOURCES FOLIO PT2||15||15||02 Sep 2013|
|TEACHING RESOURCES FOLIO PT 3||15||15||07 Oct 2013|
|EXAMINATION||130||50||End S2||(see note 2)|
- Assessment 1 Folio of Teaching Resources may be submitted in 3 parts as above OR Parts 1, 2 & 3 may all be submitted together.
- Examination date will be advised via UConnect on release of the official examination timetable (Week 6 of the Semester).
Important assessment information
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. EXTERNAL AND ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora 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.
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 aggregate of the weighted marks obtained for each of the summative assessment items in the course.
Examination period when Deferred/Supplementary examinations will be held:
Any Deferred or Supplementary examinations for this course will be held during the next examination period.
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 have reliable broadband Internet access for this course.