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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM5005 Mathematics Curriculum & Pedagogical Studies 1

Semester 3, 2021 Online
Short Description: Maths Curriclm & Pedag Stud 1
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070103 - Teacher Education: Primary
Grading basis : Graded
Version produced : 14 April 2021

Rationale

In recent years there has been a global recognition that children encounter mathematics long before formal schooling. Research, learning frameworks and curricula recognise the importance of early childhood experiences that foster children’s learning and consolidate mathematical ideas necessary for becoming numerate. Early Childhood, as well as Primary preservice teachers, therefore need to ensure their ongoing learning of mathematical vocabularies, knowledge and skills in order to provide learning environments, experiences and strategies that facilitate children’s mathematical thinking and numeracy development. This course will support preservice teachers to analyse critically, evaluate and transform information to construct engaging, challenging and innovative curriculum experiences that facilitate deep conceptual understanding for learners.

Synopsis

The course focuses on developing deeper understanding in all strands of the Australian Mathematics Curriculum and the Early Years Learning Framework, underpinned by a clear understanding of relevant subject-matter knowledge and current theories of learning and evidence-based teaching practice. Preservice teachers will gain an awareness of the place of mathematics within the Early Years Learning Framework, at home and within the wider community, and will be supported to develop effective pedagogical strategies to build on this mathematics in the primary school context. The course will highlight forms of play-based and intentional learning experiences that encourage children's development and exploration of mathematical concepts, reasoning and problem solving. At the completion of this course, preservice teachers should have a deep understanding of how children learn mathematics and be able to draw on this understanding and curriculum documentation to identify critical progression points for mathematical learning and teaching.

Objectives

On successful completion of this course preservice teachers should be able to:

  1. research and synthesise contemporary knowledge and understanding about how young children learn mathematical concepts, reasoning and problem solving and develop numeracy, and critically analyse the implications for teaching (Australian Professional Standards for Teachers (APST) 1.2);
  2. articulate knowledge and understanding of the content, language, mathematical vocabulary from the Australian Mathematics Curriculum or the Early Years Learning Framework (EYLF) and the use of a range of curriculum, assessment and reporting knowledge with teaching strategies, including embedded literacy and numeracy in the teaching area, and resources, including ICT, to organise effective and engaging learning and teaching sequences (APST 2.1, 2.2, 2.3, 2.5, 3.3, 3.4);
  3. plan and evaluate the effectiveness of teaching and learning sequences in the mathematics classroom, drawing on knowledge of student learning, curriculum content, teaching strategies and appropriate resources, including the use of ICTs, to engage students and transform learning (APST 3.2, 3.4);
  4. critically reflect on strategies appropriate for assessing student learning, including informal and formal, diagnostic, formative and summative approaches (APST 5.1);
  5. exhibit competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Examining early mathematical development, key mathematical thinking, language, concepts and processes for birth to eight years 25.00
2. Pedagogical practices and assessment strategies for making connections in Mathematics in the years prior to school 25.00
3. Pedagogical practices and assessment strategies for teaching Mathematics across the Australian Curriculum: Mathematics 25.00
4. Effective planning and teaching in the mathematics classroom 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=2021&sem=03&subject1=EDM5005)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S & Bennett, S 2017, Helping children learn mathematics, 2nd Australian edn, John Wiley & Sons, Milton, Queensland.
(There is an e-book version available for purchase directly from the Wiley website at: https://www.wileydirect.com.au/buy/helping-children-learn-mathematics-2nd-edition/. The textbook will be used in both EDM5005 and EDM8005.)

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Booker, G, Bond, D, Sparrow, L & Swan, P 2014, Teaching primary mathematics, 5th edn, Pearson, Sydney, New South Wales.
Siemon, D, Beswick, K, Brady, J, Faragher, R & Warren, E 2015, Teaching mathematics: foundations to middle years, 2nd edn, Oxford, Melbourne, Victoria.
Van de Walle, J, Karp, K, Bay-Williams, J 2019, Primary and middle school mathematics: teaching developmentally, 1st Australian edn, Pearson, Melbourne, Victoria.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Objectives Assessed Notes
ASSIGNMENT 1 50 50 27 Dec 2021 1,2,5 (see note 1)
ASSIGNMENT 2 50 50 27 Jan 2022 2,3,4,5 (see note 2)

Notes
  1. Critical analysis and Rationale
  2. Teaching sequence

Important assessment information

  1. Attendance requirements:
    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.

  2. 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.

  3. 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)

  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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. 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.

Assessment notes

  1. 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.

  2. 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.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

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 Master of Learning and Teaching 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.
  • professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).

Other requirements

  1. 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.

Date printed 14 April 2021