Details for Curriculum Studies – Mathematics: Part A
This subject aims to develop in each Teacher Education Student the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides teacher education students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. Teacher Education Students will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach in Christian and alternate schools. Strategies for embedding technology into lessons in an appropriate context will be explored, as well as assessing mathematics knowledge, skills and understanding.
Quick Info
- Currently offered by Alphacrucis: Yes
- Course code: CRS224
- Credit points: 10
- Subject coordinator: Jennie Bickmore-Brand
Prerequisites
The following courses are prerequisites:
Major in pure or applied mathematics (must include algebra and calculus); only one unit of statistics may be counted.
Awards offering Curriculum Studies – Mathematics: Part A
This unit is offered as a part of the following awards:
Unit Content
Curriculum Objective
This subject aims to develop in each Teacher Education Student the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides teacher education students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. Teacher Education Students will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach in Christian and alternate schools. Strategies for embedding technology into lessons in an appropriate context will be explored, as well as assessing mathematics knowledge, skills and understanding.
Outcomes
- Critically reflect upon a variety of assessment instruments in order to demonstrate knowledge and understanding of the concepts, substance and structure of Mathematics content and teaching strategies, including the ICT and literacy and numeracy demands of the content; other general capabilities and cross curriculum priorities.
- Using ACARA Mathematics and the NESA Mathematics K-10 syllabuses (Stages 4 to 5), design and critically reflect upon a unit of work that demonstrates knowledge and understanding of students and how they learn and develops authentic learning sequences and lesson plans which incorporate various teaching approaches, including ICT, to meet learning needs across the full range of abilities,
- Demonstrate ability to design assessments across the full range of abilities and to designate work samples for reliably reporting to parents/carers and record-keeping;
- Explain in detail the impact of knowledge and belief systems regarding teaching mathematics in different cultural contexts including, Australian Indigenous communities;
- Construct a personal philosophy of teaching Stage 4 and 5 Mathematics in Christian and alternate school environments;
This course may be offered in the following formats
- Face to Face (onsite)
- E-learning (online)
- Intensive
- Extensive
Assessment Methods
- Year 10 Mathematics 5.3 Entrance Test (5%)
- Critical Reflective Paper (30%)
- Unit of Work (35%)
- Action Research Exercise (30%)
