Details for CRS334 Curriculum Studies – Mathematics: Part B

This subject builds on CRS224 Curriculum Studies – Mathematics Part A. It equips teacher education students 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 Standard (1 and 2), Mathematics Advanced, and Mathematics Extension 1 & 2 Syllabuses as developed by NESA. Teacher education students 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. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS334
• Credit points: 10

Subject Coordinator

Prerequisite

The following courses are prerequisites:

• CRS224 Curriculum Studies – Mathematics Part A 
• EDU103 Foundations in Christian Education
• EDU116 Introduction to Learning Theory
•  40 credit points

Unit Content

Outcomes

1. 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.  
2. 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, timing and structure), tools, and skills; language, literacy and numeracy demands of the content including meeting the course outcomes at the Preliminary and HSC level, and differentiating for the full range of student abilities, diverse backgrounds and in Christian and alternate school contexts; 
3. 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 Model, and Great Teaching Inspired Learning using Understanding by Design; 
4. Design assessments and suitable for reporting to parents/carers and record-keeping. 
5. Critically analyse student transcripts for teacher scaffolding and concept development; 
6. 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. 

Subject Content

1. Australian Curriculum Framework, State Mathematics Syllabus 
2. Values and human issues
   • Community Participation
   • Teacher professional associations
3. Teaching Stage 6 (Preliminary and HSC) Mathematical content and skills 
   • Teacher Decision Making  
   • Teaching General Capabilities  
   • Teaching for the range of abilities
   • Teaching for Diverse Settings 
4. Teacher program building 
   • Teacher decision making 
5. Models supporting Assessment 

This course may be offered in the following formats

• Face to face (onsite/extensive)
• E-learning (online/asynchronous) 
• E-learning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Literature Review (30%)
2. Lesson Plan Sequence (30%)
3. Professional e-portfolio (40%)

Prescribed Text

No prescribed texts applicable.