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

The broad range of topics addressed in this unit reflects the need for critical numeracy and mathematical understanding in education today to encompass more than an understanding of traditional ¿basic skills.¿ As Middle Phase Teachers you will need to establish broad perspectives on what constitutes good mathematical skills and be able to develop effective assessment practices. You will need to ensure that your students are prepared for success in a technologically based information age by providing them with early and democratic access to powerful mathematical ideas. This unit is early in the course to introduce pedagogical practices and content required to teach mathematics across the Middle Years.

Aims

This unit will provide you with the content knowledge and pedagogical strategies to promote mathematical development (both cognitive and social) in the middle phase of learning. There will be a focus on you developing a broader range of thinking and reasoning processes as you work with the mathematical content presented. You will be encouraged to critically evaluate ideas, reflect on your learning during the unit, and to freely express your personal viewpoints.

Objectives

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

1. Demonstrate an understanding of the mathematical ideas and principles behind designing learning experiences for individuals and groups [QCT Standard 1; QCT Standard 2].
2. Critically analyse the latest theories on how students learn and use mathematics [QCT Standard 1].
3. Select and implement learning activities, including technological tools, to develop students' mathematical understanding and reasoning processes [QCT Standard 1; QCT Standard 2; Standard 3].
4. Plan and implement appropriate mathematical learning experiences to meet the needs of all learners [QCT Standard 3].
5. Develop strategies to collaborate with other teachers and reflect on their own professional practice in improving the mathematics education of their students [QCT Standard 10].

Content

The topics addressed in this unit will cover the strands:

- Number
- Patterns and algebra
- Measurement
- Chance and Data
- Space
This unit will present a number of teaching models including a language approach to mathematics and investigation. It will also provide strategies to develop visual thinking, to develop and formalise language, to understand connections and representations, and to develop mathematical concepts, principles and problem solving skills.

Approaches to Teaching and Learning

In accordance with the principles of a graduate pedagogy, this unit will be offered in a flexible, technologically-enhanced external mode. Mathematical content will be integrated with pedagogical approaches. Students will learn how to teach effectively the above content strands including task design, how to develop learning sequences, and how to explore and critique resources.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work. Summative assessment consists of the following two items:

You are encouraged to use the assessment tasks in this unit to add to the Resources Toolkit that you set up in the Education Studies Unit.

Assessment name: Report
Description: This assessment item, to be completed individually, requires you to undertake research in regard to a question given in the first week of the semester. The question focuses on an aspect of mathematics learning in the middle school.
Length: 1,500 words.
Relates to objectives: 1 - 5.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Early-Semester

Assessment name: Portfolio
Description: Sequence of learning activities: This assessment item, to be completed individually, requires you to devise a portfolio of learning activities for a hypothetical group of students..
Length: 2000 words.
Relates to objectives: 1 - 4.
Weight: 60%
Internal or external: Internal
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

References

Baroody, A. J., & Coslick, R. T. (1998). Fostering children's mathematical power - An investigative approach to K-8 mathematics instruction. Malwah, NJ: Lawrence Erlbaum and Associates.
Bobis, J., Mulligan, J., Lowrie, T., & Taplin, M. (1999). Mathematics for children: Challenging children to think mathematically. Australia: PrenticeHall.
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2004). Teaching primary mathematics (3rd ed.). Australia: Prentice Hall.
Burke, M.J., & Curcio, F.R. (Eds). (2000). Learning mathematics for a new century. Reston, VA: NCTM.
English, L. D. (Ed.). (2008). Handbook of international research in mathematics education: Directions for the 21st century, 2nd edn. New York: Routledge (Taylor & Francis).
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Research Council.
Les, R., Hamilton, E., & Kaput, J. (Eds.), (2007). Foundations for the future in mathematics education. Mahwah, NJ: Lawrence Erlbaum.
Reys, B. J., Reys, R. E., & Rubenstein, R. (2010). Mathematics curriculum: Issues, trends, and future directions. Reston, VA: National Council of Teachers of Mathematics.
Sriraman, B., & English, L. D. Theories of mathematics education: Seeking new frontiers. Berlin: Springer.

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 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