Details for Curriculum Studies – Mathematics: Part B
This subject builds on CRS414 Curriculum Studies - Mathematics Part A. It equips pre-service teachers to teach in the four Mathematics subjects for Preliminary and HSC mathematics by providing them with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice and to critically engage with models of pedagogy associated with Stage 6 Mathematics.
- Currently offered by Alphacrucis: Yes
- Course code: CRS514
- Credit points: 10
The following courses are prerequisites:
Awards offering Curriculum Studies – Mathematics: Part B
This unit is offered as a part of the following awards:
This subject builds on CRS414 Curriculum Studies - Mathematics Part A. It equips pre-service teachers to teach in the four Mathematics subjects for Preliminary and HSC mathematics by providing them with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice and to critically engage with models of pedagogy associated with Stage 6 Mathematics General, Mathematics, Extension 1 & 2 Syllabuses as developed by NESA. Pre-service Teachers will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education. Assessing and reporting, with a focus on the identification of mis-constructs will be examined. Planning learning experiences and assessment strategies for students with special needs or circumstances will be addressed. Recent developments in mathematics across Australia with regard to ICT will also be covered.
- With reference to the current literature, demonstrate in-depth knowledge of the pedagogy and content of selected ACARA Senior Mathematics curriculum and/or the Stage 6 suite of syllabuses by NESA for Mathematics;
- Using the ACARA Senior Secondary Mathematics and the NESA Mathematics 11-12 (Stage 6) syllabuses, develop student-centred innovative and well-designed lesson sequences (concepts, substance and structure), tools, and skills; language, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, diverse backgrounds and in Christian and alternate school contexts;
- Critically reflect upon the lesson sequence and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design;
- Design assessments and suitable for reporting to parents/carers and record-keeping;
- Critically analyse student transcripts for teacher scaffolding and concept development;
- Critically reflect upon a variety of assessment instruments using ‘best practice’ that demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning which could be used to reliably report to parents/carers and professionals.
- Communicating secondary mathematics: perspectives from classroom practice and current research including the language of mathematics and assessing and recording mathematical communications;
- Identifying curriculum resources for senior secondary mathematics and the provision of a balanced curriculum incorporating concepts, skills applications, modelling and problem solving;
- Designing, evaluating and using multiple assessment tools, documenting results against outcomes; evaluating alternative assessments; creating learning experiences based on diagnosis, monitoring and recording progress;
- Interpreting results of professional testing (e.g. professional diagnosis, school-based records and data collection, international and national testing benchmarking), including communicating to parents and general public. Policy decisions and funding.
- Analysis of transcripts and scaffolding in teacher and student classroom exchanges, taking into consideration the research into difficulties in learning mathematics e.g. work on mathematical misconceptions; special education needs, social and emotional issues or cultural and linguistic diversity of students;
- Scaffolding conceptual development, engagement, building understanding through questioning (open and closed), levels of questions, fostering creative and higher order thinking, problem solving strategies within the mathematics 11-12 syllabus;
- Identification and evaluation of ICT resources for effectiveness in mathematical concept development; the role of statistical literacy;
- Proficiency strands: understanding, problem solving and reasoning; applied mathematics across the curriculum e.g. vocational subjects;
- Organisation for learning - social construction of mathematics, student-centred, negotiated involvement of students, small group, ability and multi-staged groups, peer teaching.
This course may be offered in the following formats
- Distance/ Global Online
- Literature Review (25%)
- Lesson Plan Sequence (40%)
- Professional e-Portfolio (35%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references