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

This unit continues the development of your knowledge and understanding of the mathematics curriculum at the secondary level. It extends your planning skills and your knowledge of the use of resources and technology in the teaching of mathematics. The focus is on the higher levels of mathematics in the senior years.

Aims

The aims of this unit are to further develop your understanding of the school mathematics curriculum and to extend your knowledge and understanding of inclusive, learner-focused approaches to mathematics curriculum development.

Objectives

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

1. Design engaging and flexible learning experiences in senior mathematics for individuals and groups (QCT Standard 1);
2. Design learning experiences in senior mathematics that develop language, literacy and numeracy (QCT Standard 2);
3. Design intellectually challenging learning experiences (QCT Standard 3);
4. Design assessment and reporting techniques and strategies applicable to mathematics learning (QCT Standard 5);
5. Demonstrate effective professional communication and commitment to research-based practice. (QCT Standards 9 & 10)

Content

Advanced senior years mathematics curriculum and its key concepts; technology in mathematics teaching and learning; planning (programs, units and lessons); resources for advanced mathematics; assessment in senior mathematics including QSA procedures.

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 a wide range of senior mathematics problems and reflect on solutions of such problems in terms of learning theories, mathematical ideas and syllabus requirements. Your learning will be enhanced by actively participating in the weekly workshop activities and reflections and by engaging with the readings. Internet students work from the Blackboard site and the readings in the CMD. You should attempt any weekly activities and seek feedback from the lecturer whenever you wish.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will be provided through feedback in tutorial sessions and through discussions of draft assignment work. Internet students are invited to submit draft materials to the lecturer for feedback prior to the due dates.

There are two items of summative assessment in the unit: a workshop presentation and a curriculum unit.

Assessment name: Workshop presentation
Description: Workshop problem presentation and paper: Presentation of a senior mathematics problem and a discussion paper explaining and justifying the value of the problem in senior mathematics learning.. Internet students provide an outline of their problem, its solution and the discussion paper.
Length: 1500 words or equivalent.
Relates to objectives: 1 - 5
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid semester

Assessment name: Curriculum unit
Description: The writing of plans, learning materials and assessment tasks for an advanced mathematics unit.
Length: 2500 words or equivalent
Relates to objectives: 1 - 5
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: End of 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 textbook for this unit.

References

Artzt, A. F. & Armour-Thomas, E. (2002). Becoming a reflective mathematics teacher: A guide for observation and self-assessment. Mahwah, NJ: Lawrence Erlbaum.
Dossey, J. A., McCrone, S., Giordane, F. R. & Weir, M. D. (2002). Mathematical methods and modelling for today's mathematics classroom: A contemporary approach to teaching grades 7-12. Pacific Grove, CA: Wadsworth Brooks/Cole.
Fennema, E. & Romberg, T. A. (1999). Mathematics classrooms that promote understanding. Mahwah, NJ: Lawrence Erlbaum.
Galbraith, P., Blum, W., Booker, G., & Huntley, I. (1998). Mathematical modelling: Teaching and assessment in a technology-rich world. Chichester: Horwood Publishing.
Goos, M., Stillman, G. & Vale, C. (2007). Teaching secondary school mathematics. Melbourne: Allen & Unwin.
Posamentier, A. S. & Stepelman, A. S. (2002). Teaching secondary mathematics: Techniques and enrichments 6th Edition. Upper Saddle River, NJ: Merrill Prentice Hall.

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