Units

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Sample subject outline - Semester 1 2013

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

Rationale

Teachers of secondary school mathematics need a range of understandings and skills to be effective practitioners in the complex social and technological environment of the classroom. This unit introduces you to the teaching and learning of mathematics at the secondary school level. It begins developing your knowledge and understanding of the secondary mathematics curriculum and approaches to teaching and learning. The unit is an important component of your preparation for Field Studies 1.

Aims

The aim of the unit is to provide an introduction to the teaching and learning of mathematics and to begin development of your understanding of learning environments conducive to the effective learning of mathematics.

Objectives

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

1. Design engaging and flexible learning experiences in middle-years mathematics for class groups (QCT Standard 1);
2. Design learning experiences in mathematics that develop language, literacy and numeracy (QCT Standard 2);
3. Design intellectually challenging learning experiences (QCT Standard 3);
4. Demonstrate effective professional communication and commitment to research-based practice. (QCT Standards 9 & 10)

Content

Mathematics curriculum in the middle and senior years; life-related mathematics and numeracy; principles for effective mathematics teaching; investigation of key concepts in middle-years mathematics with reference to effective teaching; technology in mathematics teaching; planning mathematics (small units and lessons).

Approaches to Teaching and Learning

The unit is delivered through a series of lectures and workshop/tutorials supported by materials on the Blackboard site and in the CMD. In workshop sessions, students explore mathematics concepts through a range of activities and reflect on the activities in terms of learning and teaching theories. Your learning will be enhanced by actively participating in the weekly workshop activities and reflections and by engaging with the readings.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will be provided through feedback from the lecturers, particularly with the first part of the learning log.

There are two items of summative assessment in the unit: a learning log and a planning exercise.

Assessment name: Log/Workbook
Description: Reflections on weekly lectures and workshop activities by answering set questions
Length: 2000 words or equivalent
Relates to objectives: 1 - 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Late TP

Assessment name: Professional Plans
Description: Teaching plans for a set topic and reflections on key ideas of the unit in relation to the plans
Length: 2000 words or equivalent
Relates to objectives: 1 - 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End-TP

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

There is no set textbook for the unit.

References

Brahier, D. J. (2000). Teaching secondary and middle school mathematics. Boston: Allyn & Bacon.
Goos, M., Stillman, G. & Vale, C. (2007). Teaching secondary school mathematics. Melbourne: Allen & Unwin.
Krulik, S. & Rudnick, J. A. (2000). Teaching middle school mathematics. Boston: Allyn & Bacon.
Nickson, M. (2000). Teaching and learning mathematics: A teacher's guide to recent research and its application. New York: Cassell.
Schoen, H. L. & Charles, R. I. (2003). Teaching mathematics through problem solving; Grades 6-12. Reston, VA: National Council of Teachers of Mathematics.

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