|Semester 1, 2020 Online|
|Short Description:||Teach Maths Diverse Needs|
|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|
Examiner: Melissa Fanshawe
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.
This course provides the theoretical underpinnings and foundational knowledge required to teach mathematics in the context of learners with diverse needs. It is an elective course that has been designed to build on pre-service educators' existing pedagogical knowledge in mathematics education by introducing them to pedagogical tools and strategies that cater to diverse learners. As such, this course is based on developing an understanding that all learners are able to engage successfully with an appropriately challenging mathematics curriculum but may do so in different ways; and that teachers have a responsibility to provide high quality learning experiences, supported by pedagogical reasoning to all learners.
This is a third year elective mathematics course in a suite of three elective courses that focuses on the teaching of mathematics with diverse need learners. This course will extend and deepen pre-service educators' understanding of pedagogical strategies that promote and cater to diverse learners of mathematics. Pre-service educators will be introduced to a variety of evidenced-based strategies that foster mathematics learning in different ways. Such strategies include ensuring for multiple entry points, the growth mindset, differentiation, and individual learning plans. At the end of this course, pre-service educators will be able to cater to diverse learners needs within the mainstream mathematics classroom.
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:
- create, develop and justify effective strategies to work with children with diverse learning needs in the mathematics classroom (APST 2.1, 2.2, 2.5,3.3, 4.1);
- identify and describe a variety of pedagogical practices for differentiating the mathematics classroom to cater for learners with diverse needs (APST 2.1, 2.2, 2.5, 4.1);
- analyse and synthesise scholarly literature relevant to identifying and catering for the diverse needs of learners and apply that knowledge in the context of mathematics teaching and learning (APST 2.1, 2.2, 2.5, 3.1, 3.3, 4.1);
- use diverse need student data to plan a learning sequence to address some common mathematical learning difficulties, including catering for the gifted student (APST 2.1, 3.2, 4.1, 5.4);
- create and develop assessment strategies for learners with diverse learning needs (APST 2.2, 3.1, 3.2, 4.1);
- demonstrate competence in, and appropriate use of language and literacy, including spelling, grammar, punctuation and referencing (APST 2.5, 3.5).
|1.||Introduction to inclusive education, diverse learners and mathematics||10.00|
|2.||Addressing learning needs in mathematics for gifted and other diverse learners||30.00|
|3.||Addressing learning needs in mathematics for students with learning difficulties and disabilities||30.00|
|4.||Differentiation to meet diverse mathematical learners within the mainstream classroom||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=2020&sem=01&subject1=EPM3200)
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||27 Apr 2020|
|ASSIGNMENT 2||50||50||08 Jun 2020|
|ASSIGNMENT 3||10||10||08 Jun 2020|
Important assessment information
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.
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.