Details for Curriculum Studies – Mathematics: Part A
This subject aims to develop in each pre-service teacher the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by BOSTES and ACARA. Pre-service teachers 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. Strategies for embedding technology into lessons will be explored, as well as assessing mathematics knowledge, skills and understanding.
- Currently offered by Alphacrucis: Yes
- Course code: CRS414
- Credit points: 10
- Subject coordinator: Elizabeth Beech
Major in pure or applied mathematics (must include algebra and calculus); only one unit of statistics may be counted.
The following courses are prerequisites:
Awards offering Curriculum Studies – Mathematics: Part A
This unit is offered as a part of the following awards:
This subject aims to develop in each pre-service teacher the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by BOSTES and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. Pre-service teachers 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. Strategies for embedding technology into lessons will be explored, as well as assessing mathematics knowledge, skills and understanding.
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content of ACARA Mathematics and the BOSTES Mathematics K-10 syllabuses (Stages 4 to 5) through the use of ICT and ICT resources in secondary mathematical processing;
- 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 BOSTES 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.
- Introduction: Historical development of mathematics; how people learn mathematics, stages of growth and development in mathematical concept development with attention to years 7-10; Mathematics anxiety; Gender and Mathematics
- Numeracy across the curriculum 7-10 / Literacy - making meaning of mathematical terminology / Evaluation and application of ICT resources in concept development;
- Mathematics and culture, Australian Indigenous and cultural ways of knowing, interpreting and communicating research and statistics ;
- Personal inventory of mathematical skills and knowledge and resources (including online, games and apps);
- Personal philosophy of Mathematics education and Christian worldview
- Syllabus development through Stages in Syllabus strands and sub-strands in years 7-10, especially related to Algebra, Number, Statistics and Probability;
- Strategies for developing mathematical content and processes: place value; fractions; decimals and percentages; multiply and divide fractions and decimals using efficient written strategies and digital technologies; measurement and geometry;
- Curriculum evaluation, lesson planning, effective use of resources and assessment, incorporating understanding, fluency, problem solving and reasoning;
- Pedagogical issues, such as questioning, selection of examples, representations and models of mathematical ideas to broaden understanding, with a particular emphasis on years 7-10;
- Application of learning and teaching principles authentic and rich tasks, contextual, connected to learners, significance, engaging, deep intellectual quality and self monitoring for meaning making, quality learning environment. Evaluation and application of technology-related learning.
This course may be offered in the following formats
- Distance/ Global Online
- Entrance Numeracy Test (5%)
- Critical Reflective Paper (30%)
- Unit of Work (35%)
- Action Research (30%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references