Details for Learning and Teaching Mathematics: Part B
This subject builds on EDU514 Learning and Teaching Mathematics: Part A, with a focus on the classroom and how learners construct Mathematical concepts. It will investigate ways in which programs can be developed to integrate numeracy across the curriculum.
- Currently offered by Alphacrucis: Yes
- Course code: EDU515
- Credit points: 10
- Subject coordinator: Elizabeth Beech
The following courses are prerequisites:
Awards offering Learning and Teaching Mathematics: Part B
This unit is offered as a part of the following awards:
This subject builds on EDU514 Learning and Teaching Mathematics: Part A, with a focus on the classroom and how learners construct Mathematical concepts. It further develops the Pre-service Teacher’s ability to plan, teach and assess in both integrated and streamed teaching contexts. It will investigate 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 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, outcomes based reporting, national testing, Gifted and Talented will be critiqued.
- Evaluate and recommend remediation and intervention strategies for students who are unable to engage fully in the class through special education needs, social and emotional issues or cultural and linguistic diversity, including Aboriginal and Torres Strait Islander students;
- Construct and implement appropriate planning, programming, teaching and assessing of mathematical concepts within and across the curriculum;
- Identify and diagnose in detail students at risk in Mathematics lessons using a variety of assessment instruments;
- Construct enrichment learning experiences for gifted and talented students in Mathematics;
- Critically analyse student transcripts for teacher scaffolding and concept development;
- Critically appraise ICT resources for effectiveness in concept development in Mathematics.
- Communicating Mathematics: perspectives from classroom practice and current research including the language of Mathematics and assessing and recording mathematical communications
- Identifying common misconceptions and remediating in mathematical concept development, encouraging risk taking and alternative solutions, verbalising processing and metacognition
- Designing, evaluating and using multiple assessment tools, documenting results against outcomes. 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, TIMMS and OECD comparisons, national testing benchmarking), including communicating to parents
- Analysis of transcripts and scaffolding in teacher and student classroom exchanges, taking into consideration the 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, 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
- Organisation for learning - social construction of mathematics, student-centred, negotiated involvement of students, small group, ability and multi-staged groups, peer teaching
- Learning enrichment experiences for teaching Mathematics to gifted and talented students including classroom and school provisions as well as professional challenges and competitions
- Using Children’s Literature as a springboard to Mathematics and integrating Mathematics across the curriculum
This course may be offered in the following formats
- Distance/ Global Online
- Comparative Literature Review (30%)
- Five (5) x Lesson Plans and Rationale (35%)
- Critical Reflection (25%)
- Forum Posts (10%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references