EPM4200 Learning Mathematics with Technology
|Semester 2, 2019 Online|
|Short Description:||Mathematics with Technology|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070199 - Teacher Education not elsewher|
|Grading basis :||Graded|
|Version produced :||19 July 2019|
Examiner: Seyum Getenet
Pre-requisite: BEDU (Primary) Only - EDP2111
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
The current technological changes that have emerged within society over the last two decades now demand that teachers of mathematics are able to design technology intensive lessons for the exploration and discovery of mathematics concepts. This course builds on pre-service educators' existing understandings of the theoretical underpinnings of mathematics presented in core courses to introduce the technological pedagogical content knowledge underpinning technology integrated mathematics education in the primary school context. The course is one of three elective courses and has been designed to provide pre-service educators with a variety of understandings, tools and strategies to successfully teach mathematics through the integration of technology.
This course deepens pre-service educators' pedagogical content knowledge by the skills and understandings needed to develop professional knowledge in using technology to teach mathematics. Throughout the course, pre-service educators will be introduced to a variety of theoretical perspectives such as technological knowledge, pedagogical content knowledge and effective pedagogies to integrate technology in teaching mathematics. This will help pre-service educators to develop and extend their knowledge and understanding of technology integrated mathematics teaching in primary context.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- identify and describe key theories underpinning technology integrated mathematics teaching (APST 1.2, 2.1, 2.2, 2.6)
- identify and describe a variety of pedagogical practices and technologies for mathematics teaching in the primary school context (APST 2.3, 2.6, 3.2, 3.3, 3.4, 4.5)
- identify and evaluate various technologies for teaching primary school mathematics (APST 2.6, 3.4, 4.1, 4.5)
- demonstrate personal competence in using a variety of technologies to teach mathematics (APST 2.6, 3.4, 4.5)
- use technology to plan a learning sequence to address the common misconceptions and needs of children in mathematics education (APST 1.1, 1.2, 1.5, 2.2, 2.6, 3.3)
- demonstrate competence in, and appropriate use of language and literacy, including spelling, grammar, punctuation and referencing (APST 2.5, 3.5).
|1.||Describe key theories underpinning technology integrated mathematics teaching||25.00|
|2.||Evaluate and use different technologies to increase learner engagement||15.00|
|3.||Plan primary school mathematics teaching episodes with technology||35.00|
|4.||Use technologies to address learners misconceptions and need in primary schools.||25.00|
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=02&subject1=EPM4200)
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||40||40||16 Sep 2019|
|ASSIGNMENT 2||50||50||25 Oct 2019|
|ASSIGNMENT 3||10||10||25 Oct 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 for that item.
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 aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
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.
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.