Details for Mathematics: Part B
This subject builds on CRS214 Mathematics: Part A, with a focus on the classroom and how learners engage with mathematics. It further develops the Pre-service Teacher’s ability to plan, teach and assess learners in a variety of contexts. It will investigate innovative ways in which programs can be developed to integrate numeracy across the curriculum.
- Currently offered by Alphacrucis: Yes
- Course code: CRS314
- Credit points: 10
The following courses are prerequisites:
Awards offering Mathematics: Part B
This unit is offered as a part of the following awards:
- Bachelor of Arts (Education Studies)
- Bachelor of Education (Primary)
- Associate Degree in Education Studies
- Diploma of Education Studies
This subject builds on CRS214 Mathematics: Part A, with a focus on the classroom and how learners engage with mathematics. It further develops the Pre-service Teacher’s ability to plan, teach and assess learners in a variety of contexts. It will investigate innovative ways in which programs can be developed to integrate numeracy across the curriculum. Assessing and reporting, with a focus on the identification of misconstructs will be explored. Recent developments in mathematics in relation to ICT, national testing, the NSW syllabus and the Australian Curriculum will also be explained. Planning learning experiences and differentiation using technology and innovative practices will also be addressed.
- Critically examine and review approaches based on current research and resources including ICT for effectiveness in concept development in Mathematics;
- Identify a student’s strengths and weaknesses including those at risk in Mathematics lessons using a variety of assessment instruments and plan a course of action to further the student’s learning;
- Critique and recommend intervention strategies and approaches for students who are unable to engage fully in the class. This may include: special education needs, social and emotional issues or cultural and linguistic diversity, including Aboriginal and Torres Strait Islander students;
- Using ACARA Mathematics and the NESA Mathematics K-10 syllabuses (Stages 1 - 3), create a multimedia resource for presentation to teachers reflecting content knowledge, current issues in mathematics education and student learning.
- The relationship between ACARA Mathematics F-10 curriculum and NESA Mathematics K-10 Syllabus (Stages 1-3), knowledge of their aims, rationale and sequential development with particular focus on the general capabilities and cross-curriculum priorities and the value of other resources and /support documents in developing effective teaching and learning programs.
- Numeracy and mathematics across the curriculum;
- Innovating practices: integrating Mathematics across the curriculum, Interactive Whiteboard lessons, the use of YouTube, TeacherTube, IMovie, social media and other online resources, learning objects. Explore the TPACK model; Problem solving (Polya, Cognitive Research Trust (CoRT) and Math Trails, investigative approaches;
- Communicating Mathematics: perspectives from classroom practice and current research (planning, assessing and recording; mathematical communications i.e. journaling, oral reflections, drawing pictures, group work); knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities;
- Scaffolding conceptual development, engagement, building understanding through questioning (open and closed), levels of questions, fostering creative and higher order thinking, problem solving strategies, concrete materials with Mathematics K-10 Syllabus; Identification and evaluation of ICT resources for effectiveness in mathematical concept development, including websites and interactive whiteboard activities. (Dipity, audio boo, Instagram, Interactive Whiteboard, Google Earth, Google maps, video games);
- National Testing and identifying common misconceptions. Discuss remediating the mathematical concept and encouraging risk taking and alternative solutions (revisiting POLYA & other strategies in mathematics);
- Designing, evaluating and using multiple assessment tools, documenting results against outcomes. Creating learning experiences based on diagnosis, monitoring and recording progress. (Waddington Maths, NAPLAN, CAMS & STAMS); Basic interpreting results of professional testing and how we can use it in the classroom to help students (e.g. professional diagnosis, school-based records and data collection, TIMMS and OECD comparisons, national testing benchmarking), including communicating to parents; the use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans;
- Organisation for learning and integration of ICT - social construction of mathematics, student-centred, negotiated involvement of students, small group, ability and multi-staged groups, peer teaching;
- Learning enrichment and differentiation experiences for teaching Mathematics.
This course may be offered in the following formats
- Distance/ Global Online
- Forum Posts (30%)
- Case Study (30%)
- Group Creative Presentation (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references