EDX3280 Mathematics Curriculum and Pedagogy
|Semester 1, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: David Martin
Moderator: Nicholas Flegg
Educators of primary and middle school mathematics need both an understanding of and an appreciation for the key mathematics concepts and skills that are embodied in the mathematics curriculum. Educators also need to be competent in planning for, and responding to, the mathematical needs of individual children within today's technologically rich learning environments. One of the more effective ways to achieve this is to have educators link their own understanding of mathematical concepts with their emerging personal and practical theories of teaching mathematics.
Students will examine a variety of concepts from each strand within the primary school and middle school mathematics curriculum. Past and present practices will be critically examined in the light of research findings, curriculum documents and teaching practice. These practices will be analyzed, compared, adapted, modified and refined in the context of group discussion and guided workshop activities. Readings, computers and focus questions will be used to help students identify and address challenges faced by the typical teacher of mathematics. Students will be encouraged to build frameworks for thinking about and articulating their own approaches to teaching mathematics. Components making up the first assessment item will be integrated into these workshops and assessed on a continuous ongoing basis.
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 including ICT for the development of mathematical concepts, skills and strategies related to the geometry, measurement, statistics and probability, and algebra strands [Assignment 1,2]
- demonstrate competence in linking the development of the course content across the different sub- strands into effective learning and teaching sequences [Assignment 1,2]
- demonstrate knowledge and understanding of teaching strategies which correlate with the intellectual and social development of students and how these might affect learning [Assignment 1,2]
- demonstrate, using a range of resources, including ICT, good planning using knowledge of student learning, content and effective teaching strategies [Assignment 1, 2]
- use curriculum and assessment knowledge to design learning sequences and lesson plans [Assignment 1]
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. [Assignment 1]
|1.||Patterns and Algebra strand: Contemporary theory and practice||20.00|
|2.||Measurement strand: Contemporary theory and practice||20.00|
|3.||Statistics and Probability strand: Contemporary theory and practice||20.00|
|4.||Geometry strand: Contemporary theory and practice||20.00|
|5.||Use of ICT in teaching primary and middle school mathematics||10.00|
|6.||Strategies for making connections across the mathematics strands||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=EDX3280)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Van de Walle, J (2013), Elementary and middle school mathematics: Teaching developmentally, 8th edn, Pearson, Sydney.
Subscription to Questgarden.com.
Bennett, A., & Nelson, T (2010), Mathematics for elementary teachers: a conceptual approach, 8th edn, WCB McGraw-Hill, Boston.
Booker, G., Bond, D., Sparrow, L., & Swan, P (2009), Teaching Primary Mathematics, 4th edn, Pearson, Sydney.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N (2009), Helping children learn mathematics, 9th edn, John Wiley & Sons, Brisbane.
Van de Walle, J., & Lovin, L (2006), Teaching Student-Centered Mathematics: Volumes 1, 2 & 3, Pearson, New York.
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||50||50||13 May 2013|
|EXAMINATION||50||50||End S1||(see note 1)|
- Examination date will be advised via UConnect on release of the official examination timetable (Week 6 of the Semester).
Important assessment information
There are no attendance requirements for this course. However, it is the studentsí 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 total allocated marks for each assessment
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.
Closed Examination: Candidates are allowed to bring only writing and drawing instruments into the Closed examination
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.