EDM8005 Mathematics Curriculum & Pedagogical Studies 2
|Semester 1, 2019 Online|
|Short Description:||Maths Curriclm & Pedag Stud 2|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070103 - Teacher Education: Primary|
|Grading basis :||Graded|
Examiner: Seyum Getenet
Pre-requisite: EDM5001 and EDM5005
Mathematics is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. Teaching mathematics to students is a complex endeavour, requiring a high degree of knowledge and expertise. For prospective educators to be effective and confident in teaching Mathematics they need to experience and reflect on quality teaching, be mathematically competent, know students as learners of Mathematics and know how to implement and evaluate appropriate Mathematical pedagogy that facilitates higher order thinking in Mathematics across the Australian Curriculum, Assessment and Reporting Authority (ACARA) strands and other curriculum areas.
The course focuses on inquiry-based approaches to the teaching of Mathematics with the goal of developing deeper understanding in all strands of the Australian Curriculum, Assessment and Reporting Authority (ACARA) Mathematics National Curriculum. Past and present practices will be reflected on, critically analysed and evaluated in the light of research findings, curriculum documents and teaching practice. Students will explore higher order thinking in Mathematics education, identify the significance of problem-solving strategies and their importance for emerging mathematical thinkers. Students will create learning experiences which foster and encourage language and risk taking in mathematical contexts, which are essential ingredients to solve problems and reason mathematically in the 21st century.
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 should be able to:
- critically reflect on their own experiences in solving complex mathematical problems and synthesise meaning to inform pedagogical processes that develop mathematical concepts related to the three ACARA Mathematics strands (Assignment 1 & 2) (Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.5, 3.1, 3.6, 6.2)
- use curriculum and assessment knowledge and student data to critically evaluate and design High Order Thinking Mathematics challenges (Assignment 2) (APST 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.6, 5.4 6.2)
- use current best practice Mathematics pedagogy to implement the curriculum alignment, creation, teaching content, skills and strategies and assessment of all activities (Assignments 1 & 2) (APST 2.1, 3.2)
- demonstrate confidence, competence, enthusiasm and autonomy as educators of Mathematics who are able to articulate and justify their personal philosophy
- demonstrate an ability to implement teaching strategies for using ICT to expand curriculum learning opportunities for students (APST 2.6)
- demonstrate a repertoire of skills for engaging with parents/carers of students in the educative process (Assignment 2) (APST 3.7, 7.3)
- demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1 & 2).
|1.||Defining and identifying Higher Order Thinking in Mathematics.||15.00|
|2.||Developing Higher Order Thinking strategies.||25.00|
|3.||Developing Higher Order Thinking skills through an inquiry-based approach.||25.00|
|4.||Creating Higher Order Thinking Mathematics challenges across the ACARA Mathematics strands and informed by contemporary theory and practice.||30.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EDM8005)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||28 Mar 2019|
|ASSIGNMENT 2||50||50||07 Jun 2019|
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 (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 (or grades) 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:
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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Computer, e-mail and Internet access:
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware .
Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.