Units

---

Sample subject outline - Semester 2 2013

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

Rationale

Mathematics is an essential key learning area of the primary school curriculum. It is considered to be one of the building blocks for education for work and life. Mathematics incorporates numeracy (the everyday uses of mathematics) and underpins and assists in the growth of technology, economics and finance, communication, and the new sciences such as biotechnology. Over the past decade, the teaching of mathematics has changed significantly. New teaching methods and adjustments to traditional teaching sequences have been suggested as a result of recent research. This subject will focus on these new methodologies and the related content. This is the first of 2 units related to the teaching of mathematics in the primary school. The content of the unit focuses on 2 of 5 key strands in a modern mathematics curriculum - number and measurement.

Aims

This aim of this unit is to enable you to investigate teaching methods for (i) concepts and skills for whole number, common fractions and decimal fractions, (ii) conceptual understanding and procedural methods for each of the four operations and (iii) the teaching of measurement (length, mass, capacity, time, and area).

Objectives

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

1. use the latest theories regarding children's acquisitions of concepts and skills related to number, operations, and measurement. (QCT Standard One; QCT Standard Two)

2. describe appropriate teaching sequences based on language for each of the four operations (addition, subtraction, multiplication, and division) and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. (QCT Standard One; QCT Standard Two)

3. outline the strategies and general approaches for teaching computation for number facts and mental computation. (QCT Standard One; QCT Standard Two)

4. plan and implement activities in the teaching sequences for whole numbers, common fractions, and decimal fractions. (QCT Standard One; QCT Standard Two)

5. undertake independent study and demonstrate scholarship and originality in planning practical activities. (QCT Standard One; QCT Standard Two)

Content

This unit will cover the following topics:

• the development of operation and number (whole numbers as well as decimal and common fractions) concepts, through the use of correct models and materials accompanied by relevant language.



• The skills associated with computation are discussed, beginning with number facts and extended to greater numbers that might involve mental, technological and paper and pencil methods.



• The development will focus on thinking strategies that assist individuals to become confident with mental computation.



• The unit considers similar issues for teaching concepts and skills associated with measurement.

Approaches to Teaching and Learning

A mixture of lectures, tutorials, and workshops will be used to teach the content offered in this unit. The lectures will provide the theoretical framework for 'hands on' workshop activities. The online component will provide all lecture material and a gallery of resources.

Assessment

Assessment is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and the progressive completion of the assignment tasks for the portfolio.-

Assessment name: Portfolio
Description: Portfolio of classroom activities and resources
You will construct a portfolio of resources related to the content of material discussed in the lectures and workshops.
Length: approximately 2000 words
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: TBA

Assessment name: Examination
Description: Final Examination
Relates to objectives: 1, 2, 3, 4, 5, & 6
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Examination Period

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

No Text is set for this unit.

Highly recommended references

Anderson, J et al. (2007). ORIGO handbook of mathematics education. Brisbane: ORIGO Education.

References

Burnett, J (2007). Book of Facts (Addition/subtraction). Brisbane: ORIGO Education.

Burnett, J (2007). Book of Facts (Multiplication/division). Brisbane: ORIGO Education.

Copley, J. V. (2000). The young child and mathematics. Washington: National Association for the Education of Young Children and National Council of Teachers of Mathematics.
Irons, C. Irons, R. & Burnett, J. (2005). GoMaths for Queensland Schools. Brisbane, Qld: Origo Education.

Moses, B. (1999). Algebraic thinking grades K - 12. Reston, VA: National Council of Teachers of Mathematics.

Whitin, P., & Whitin, D.J. (2000). Math is language too: Talking and writing in the mathematics classroom. Reston, VA: NCTM.

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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: 31-Oct-2012