|Semester 1, 2021 On-campus Springfield|
|Short Description:||Mathematics in Context|
|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|
Examiner: Seyum Getenet
Pre-requisite: EDX3280 and Students must be enrolled in one of the following Programs: BEDU(Primary) or BEDU(Primary + Special Ed) or BEDU(Special Ed) or BPED
Enrolment is not permitted in EPM4100 if EDP4140 or SPE3001 has been previously completed
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.
Numeracy is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. It is closely linked to mathematics, and involves using some mathematics to achieve some purpose in a particular context. To be numerate is to use mathematics effectively to meet the general demands of life at home, in paid work, and for participation in community and civic life. This is the third course in a suite of three mathematics courses that focuses on using mathematics in context and across curriculum areas. It is a unique course designed to help pre-service teachers meet both professional and curriculum goals within the primary school setting.
This course provides pre-service teachers with an opportunity to reflect upon and to develop an understanding of concepts that are central to mathematics curricula. It also provides an opportunity for pre-service teachers to consider the cross-curricula implications and opportunities afforded by and through different mathematics topics; and to develop quantitative numeracy understandings that will enable them to be informed professionals. Foci of the course includes supporting the development of a critical orientation toward numeracy concepts in the media, data interpretation and analysis and how it informs teaching and learning, an appreciation of the importance of quantitative understandings to the personal and professional lives of all teachers in different school contexts, and across different learning areas.
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 teachers should be able to:
- review and apply knowledge and understanding of the mathematics underpinning critical numeracy (APST 2.1, 2.2, 2.5);
- identify, analyse, evaluate and reflect upon critical numeracy situations in media reports and in school contexts (relevant to different curriculum areas and contexts) (APST 2.5, 5.4);
- complete, analyse and reflect upon an educational numeracy activity (APST 2.5, 3.6, 5.4);
- analyse the quantitative knowledge involved in personal and professional decision making (APST 3.6, 5.4);
- demonstrate numeracy skills in presenting evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy (APST 2.2, 2.5);
- use and understand numeracy across different curriculum areas (APST 2.5).
|1.||Big ideas in mathematics teaching and learning: understanding of the mathematics underpinning numeracy||15.00|
|2.||Big ideas in teaching and learning mathematics: developing a personal sense of number and algebra, measurement and geometry, and data and probability||25.00|
|3.||Using media and school/student data to guide teaching and improve student learning||30.00|
|4.||Teaching and learning mathematics: numeracy across curriculum demands and opportunities||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=2021&sem=01&subject1=EPM4100)
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||29 Mar 2021|
|ASSIGNMENT 2||50||50||04 Jun 2021|
|ASSIGNMENT 3||10||10||04 Jun 2021|
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.
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).
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.