Units

---

Sample subject outline - Semester 1 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 with an emphasis on broadening and enriching the curriculum. With the growing diversity of students remaining in school beyond year 10, mathematics teachers need an understanding of the needs of students for whom mathematics is a challenge and the appropriate curriculum and resources to cater for them.

Aims

The aim of this unit is to extend your knowledge and understanding of mathematics curriculum with an emphasis on catering for the range of students engaged in secondary education, inclusive practices and diagnosis of mathematics learning difficulties.

Objectives

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

1. Design engaging and flexible learning experiences in the full range of school mathematics courses for individuals and groups (QCT Standards 1 & 4);
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. 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 Standards10).

Content

Mathematics for all students (vocational mathematics, diagnosis and remediation, inclusive curriculum); resource development and evaluation; enriching the mathematics experience; technologies in mathematics learning; the professional mathematics teacher.

Approaches to Teaching and Learning

The unit is delivered through a series of workshop/tutorials supported by materials on the Blackboard site and in the CMD. In the workshops, students will be designing, experiencing and reflecting on a range of mathematical tasks. Your learning will be enhanced by actively participating in the weekly workshop activities and reflections. You will be engaged in the development of curriculum materials as a major focus for the unit. 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 workshop 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 assessment items. Assessment is the same for internal and internet students.

Assessment name: Professional Plans
Description: A set of plans for a substantial unit appropriate for students in a vocational type mathematics course.
Length: 1000 words or equivalent.
Relates to objectives: 1 & 5
Weight: 30%
Internal or external: Both
Group or individual: Individual
Due date: Week 5

Assessment name: Project (applied)
Description: A complete set of teaching/learning materials and assessment task for the curriculum project planned in assessment item 1.
Length: 2500 words or equivalent.
Relates to objectives: 1-5
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester TP

Assessment name: Essay
Description: An evaluation of and reflection on your own use of feedback and other resources in the process of developing your plans and curriculum project.
Length: 500 words.
Relates to objectives: 5
Weight: 10%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester 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

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.
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