Units

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Sample subject outline - Semester 2 2013

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

Rationale

In addition to an understanding of number, space, measurement, pre-algebra and chance and data, learners require global problem-solving and problem-posing skills that allow them to deal successfully with complex systems in this technological- and knowledge-based age. This necessitates our providing learners with early and democratic access to powerful mathematical ideas, as well as our recognising and nurturing a broader range of mathematical talents. Building on the knowledge established in Mathematics Curriculum I, this unit will address space and shape, chance and data, pre-algebra, mathematical reasoning, problem solving and problem posing. Theories of learning and teaching will be incorporated within a study of these topics.

Aims

The aim of this unit is to introduce you to new ideas in the teaching and learning of problem solving, space and shape, chance and data, and pre-algebra with a particular emphasis on understanding "big" mathematical ideas and principles.

Objectives

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

1. Demonstrate personal and professional understanding of the central concepts, processes and skills of mathematics and mathematics education, including a scholarly understanding of the social, cultural and historical contexts of mathematics and mathematics education [QCT Standard One; QCT Standard Three]

2. Demonstrate authentic numeracy assessment strategies for gathering information and making judgements about students' numeracy development [QCT Standard Two]

3. Develop techniques for identifying and developing criteria for assessment in mathematics, and consider the characteristics, uses, advantages and limitations of different assessment techniques [QCT Standard Five]

4. Identify and use information about primary school children to set mathematical learning goals that promote personal development and social participation [QCT Standard Six]

5. Demonstrate acceptable standards of communication and professional responsibility and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard Two; QCT Standard Nine]

Content

This unit will cover the theoretical and practical knowledge about the teaching and learning of four main components of primary school mathematics education: mathematical thinking and problem solving, spatial reasoning, chance and data, and mathematical patterns and pre-algebra. During the investigation of these four components, working effectively with technological tools in the context of constructing and communicating mathematical concepts and processes also will be addressed.

Approaches to Teaching and Learning

A mixture of lectures and workshop tutorials will be used to teach the content offered in this unit. The lectures will provide the theoretical framework for workshop activities. These workshop activities will provide you with the opportunity to engage in "hands on" activities, explore and critique resources, analyse classroom task, and develop teaching sequences using the language of mathematics. All assessment tasks are designed as learning experiences, and are designed to help build your personal and professional knowledge and skills in designing quality mathematics programs for primary school children.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will be provided through multiple opportunities for reflection, discussion and feedback, including online discussions, written comments on assignment work, and feedback in workshop sessions. There are three items of summative assessment in the unit: a lesson cluster plan assignment, a mid-semester examination and an end-of-semester examination.Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Assessment name: Examination
Description: Examination on Modules 1-2.
Relates to objectives: 1 & 3
Weight: 15%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Lesson Cluster Plan
Description: Plan for a sequence of integrated lessons.
Length: 2000 words or equivalent
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Assessment name: Central Examination
Description: Summative examination of Modules 1-4..
Length: 2000 words or equivalent
Relates to objectives: 1, 3, & 5
Weight: 35%
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

Bobis, J. M., Mulligan, J. T., & Lowrie, T. (2009). Mathematics for children: Challenging children to think mathematically (3rd ed.). Frenchs Forest, N.S.W.: Pearson Education Australia.


References

Astralian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian Curriculum - Mathematics Foundation to Year 10 Curriculum. Retrieved May 2, 2011, from: http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10

Bassarear, T. (2008). Mathematics for elementary school teachers (4th, International student ed.). Belmont: Brooks/Cole Cengage Learning.

Burke, M. J. & Curcio, F. R. (Eds.). (2000). Learning mathematics for a new century. Reston, VA: National Council of Teachers of Mathematics.

The State of Queensland (Queensland Studies Authority). (2011). Supporting Prep to Year 12 Curriculum in Queensland schools. Retrieved May 2, 2011, from: http://www.qsa.qld.edu.au/index.html

Van de Walle, J. A., Karp, K., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston: Allyn & Bacon.

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: 31-Oct-2012