Year No. Offer Mode Description Cred. Pts 99 64902 S2 D MATHEMATICS FOR TEACHERS 1.00
Prospective teachers of mathematics need a substantive and comprehensive knowledge of the content and discourse of mathematics if they are to develop in their students a mathematical power - the ability to explore, conjecture and reason logically and to use a variety of mathematical methods effectively to solve problems. They also need a level of understanding and appreciation of mathematics higher than that expected of students at primary and junior high schools. Consequently, a clearer perspective of the role and importance of mathematics will be gained. This unit is designed to meet the needs of preservice teachers of Years 1 to 7 and will be of benefit also to preservice teachers of Years 8 to 10.
Students will be able to develop and extend their knowledge and understanding of mathematics and school mathematics through a variety of experiences involving problem solving, mathematical communication, reasoning and connecting mathematics, its ideas and its applications in the world around us. By working collaboratively and independently, students will be encouraged to think mathematically, and through many success experiences, gain confidence in solving mathematical problems. The content of the unit will include the following topics: number systems and number sense, numeration systems, geometry, data logic and problem solving.
On successful completion of this unit students will be able
to:
Description Weighting(%)
- Mathematical reasoning and problem solving 30.00
- Numeration systems; Numbers and their properties 40.00
- Working with data, geometry and topology 30.00
Bennett, A.B. Jr. & Nelson, L.T. 1998, Mathematics for Elementary
Teachers: An Activity Approach, 4th edn, WCB/McGraw-Hill, Boston.
University of Southern Queensland (1999), Unit 64902 Mathematics for
Teachers Study Book, Toowoomba, Qld.
Bassarear, Thomas 1997, Mathematics for Elementary School Teachers,
Houghton Mifflin, Boston.
Musser, Gary L and Burger, William F 1997, Mathematics for
Elementary Teachers, Upper Saddle River, Prentice Hall, NJ.
Sonnabend, Thomas 1997, Mathematics for Elementary Teachers: An
Interactive Approach, 2nd edn., Saunders College Publishing, Fort
Worth.
ACTIVITY HOURS Lectures 28 Tutorials/Workshops 28 Directed Study 42 Private Study 42 Examinations 3 Assessments 20
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S 20.00 PASSIM WORKSHOP PROBLEM-SOLVING 20.00 Y N 2 S 30.00 19/08/99 ASSIGNMENT A 10.00 Y N 3 S 30.00 16/09/99 ASSIGNMENT B 10.00 Y N 4 S END SEM PART A OF 3HR RESTRICTED EXAM 15.00 N N 6 S END S2 PART B OF ABOVE 3HR RESTRICTED EXAM 45.00 N N
1 Students are expected to actively participate in the workshop
problem-solving tasks and discussions.
2 An assignment, submitted after the due date without an extension
approved by the Examiner, will attract a penalty of 10 percent of
the assigned mark for each working day (or part thereof) that the
assignment is late.
3 In accordance with University's Assignment Extension Policy
(Regulation 5.9), the examiner of a unit may grant an extension
of the due date of an assignment in extenuating circumstances.
This policy may be found in the USQ Handbook, the Distance
Education Study Guide and the Faculty of Sciences' Orientation
Handbook for new on-campus students. All students are advised to
study and follow the guidelines associated with this policy.
4 To pass the Unit, students are expected to perform satisfactorily
in each item of assessment. When the total, weighted score on the
four items of assessment lies just below the cutoff between two
grade levels, the grade awarded for the Unit will be decided on
the score attained in the major item of assessment, that is, the
examination.
5 Restricted Examination: a restricted examination is an
examination where only those materials specified in the
examination paper are permitted during the examination.