Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

• Contexts of curriculum
• State and national curriculum documents, national and local policy documents, social and cultural perspectives in mathematics
• Students and mathematical understanding
• Theories of students’ mathematical learning with a focus on the brain and learning to develop an understanding of why specific instructional practices work and how to implement these practices
• Ways that mathematics teaching and learning impacts on the development of student's social and intellectual development
• Student misconceptions and expected trajectories of mathematics learning in the topic areas of Numbers, Algebra, Measurement, and Space
• Mathematical pedagogy, including inquiry-based learning and mathematics in integrated STEM; effective pedagogical practices including explicit modelling and scaffolding
• Strategies to enhance all students’ learning through the use of representations including concrete materials/manipulatives, mathematical language, visuals, and symbol use including the use of digital technologies in representing mathematical ideas and concepts
• Mathematical tasks as tools that promote deep student learning of mathematics content and proficiencies (ways of working mathematically)
• Designing lesson sequences and mathematical learning experiences for students of varying abilities
• Management and organisation of mathematical learning experiences
• Research-informed approaches to successful mathematics learning that are responsive to the strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
• Mathematical knowledge for teaching and mathematical in the areas of Whole Numbers and Algebra, Measurement and Space
• Conceptual and procedural understanding of the strands of Numbers,  Algebra, Measurement, and Space and how the big ideas of these strands are understood and taught in the early childhood and primary years of schooling.

Learning and teaching strategy and rationale

This unit applies a social constructivist approach, with active engagement in learning a the key element. A range of teaching and learning activities are employed to reflect contemporary mathematics and numeracy learning pedagogies as can be applied in the early childhood and primary contexts. These include interactive learning experiences; student-led discussions and group work; directed hands-on learning activities; real-world problem-solving; and the integration of ICT as a pedagogical tool for accessing, sharing and learning in mathematics. These experiences are facilitated through lectures, seminars, tutorials and self-directed reading/activity guides and study resources. The on-campus learning experiences are supported by online learning strategies, including synchronous and/or asynchronous digital engagement in reading/library tasks, learning activities, and discussion forums as mediated through the Learning Management System unit site.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, videos etc.

Technology Enhanced Learning

Technology use will be modelled by the teaching team to reflect the nature of technology in early childhood settings and primary schools. Student online platforms will include the Learning Management System. Online materials will be available in advance and as post-learning material. The announcements platform will serve as the main communication platform for all students. The use of forums will be made available if required.

Face-to-face/Online Learning support

Students enrolled in both face-to-face and online learning modes are required to regularly log into the Learning Management System site to access recorded lectures and important announcements, to communicate with other students and lecturers, submit assessments and access feedback and grades. Students who are enrolled in either face-to-face or online learning will have equal access to support from the lecturer in charge and tutors.

Additional equipment requirements for online learning:

• Reliable broadband access is recommended.
• Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, and application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to: