Units

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Sample subject outline - 6 Week Teaching Period - 4 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Children's successful participation in mathematical contexts is mediated by the effectiveness of a teacher's pedagogical practice, understandings of how learners learn, and knowledge and understanding of mathematics. These characteristics are crucial to supporting and engaging learners as they investigate and explore their understanding of mathematics in and with a community of learners. Constitutive of mathematics learning communities are teachers' competencies in mathematics content, pedagogy, and curriculum knowledge in the early years of schooling.

Aims

The aim of this unit is to assist you to develop an understanding of the pedagogical practices which inform the teaching and learning of mathematics in early childhood contexts. In particular, you will develop a sound understanding of the knowledge, skills and processes required to support learners in the early years of schooling.

Objectives

On completion of this unit, you should be able to:

1. Help learners to develop, monitor and evaluate their own thinking and learning skills within the social and cultural context of education. (QCT Standard 2)
2. Participate in a community learning experiences recognising the importance of relationships and partnerships within communities that include teacher-learner and parent-teacher, and encompass connections with other professional and support staff and community stakeholders. (QCT Standards 1 & 6)
3. Design mathematics learning experience programs that draw upon pedagogical, curriculum and assessment knowledge and skills, to respond to the diverse abilities and interests of all learners. (QCT Standards 1, 2, 3, & 4)
4. Employ accountable and theoretically grounded processes to monitor and assess student understanding and progress. (QCT Standards 1 & 5)
5. Provide evidence of attaining acceptable standards of academic, professional and personal written English language literacies relating to this unit. (QCT Standard 2)

Content

This unit includes the following topics:

- The language of mathematics: You will consider the language that underpins mathematics in early childhood contexts.
- The investigation of concepts, skills and processes that are foundational to early childhood mathematical contexts: You will examine children's early mathematics learning and how teachers can support children in this learning.
- Effective planning, teaching, and assessment of mathematics in the early years.

Approaches to Teaching and Learning

This unit is studied through a combination of lectures, tutorials, online learning resources, personal research and reading, and collaborative activities. Your learning will be enhanced by engaging in weekly activities. The assessment items in this unit are designed to support the development of skills in designing and implementing quality mathematics experiences for young children.

Assessment

Assessment in this unit links theory to practice in the context of mathematics classrooms. You are required to submit ALL assessment items in order to pass this unit overall. There are three summative assessment items.Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Assessment name: Professional Plans
Description: Design and conduct of mathematics learning experience.
Length: 800 words
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 30%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Poster Presentation
Description: You are required to design a poster, brochure, or newsletter communicating to parents, teachers, or children about the learning from the mathematics learning experience.
Length 300 words
Relates to objectives: 3 & 5.
Weight: 30%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Assessment name: Examination (written)
Description: Examination
Length 2 hours.
Relates to objectives: 1, 3, 4 & 5.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

There is no set text for this unit.

References

Bobis, J., Mulligan, J., & Lowrie, T. (2009). Mathematics for children: Challenging children to think mathematically (3^rd ed.). Frenchs Forest, NSW: Pearson Education.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., & Suydam, M. (2012). Helping children learn mathematics (10^th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 18-May-2012