Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDMA517 Mathematics Curriculum, Pedagogy and Assessment 1
Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of Mathematics education in contemporary Australian society, and the senior secondary Mathematics curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Mathematics and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Mathematics at a senior secondary level.
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.
On successful completion of this unit, students should be able to:
LO1 - generate and critically evaluate a Mathematics Education curriculum program for senior students which synthesises a variety of pedagogical approaches and resources appropriate to these year levels, assessment tasks and curriculum content (GA4, GA5; APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3)
LO2 - critically analyse, synthesise, develop and implement a variety of research-informed classroom strategies which cater for individual differences in student learning (e.g. differences informed by cognitive, physical, socio-economic, cultural, linguistic and religious diversity) and integrate general capabilities and cross curriculum priorities in the Mathematics classroom (GA4, GA5, GA9, GA10; APST 1.3, 2.1, 2.4, 2.5, 3.3, 4.1)
LO3 - analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting strategies and evaluation in Mathematics Education, and apply to the development of own teaching practice (GA4, GA5, GA8; APST 3.1, 5,1, 5.2, 5.5)
LO4 - analyse and articulate the relationship of assessment to intervention strategies, student learning and high stakes assessment, moderation and examination practices in Mathematics Education, and interpret student assessment data to evaluate student learning and modify teaching practice (GA3, GA5, GA8; APST 2.3, 5.1, 5.2, 5.3, 5.4).
Graduate attributes
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
Content
The topics will include:
- factors in the educational context of Mathematics (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Mathematics Education in Years 11-12
- the concepts, substance and structure of senior secondary curriculum content in Mathematics
- specific professional practices and key pedagogical approaches, and their theoretical underpinnings, related to teaching and learning in mathematics including the importance of language in learning mathematics
- alignment and coherence in content, learning outcomes, pedagogy in curriculum programming in Mathematics education with a focus on Years 11-12
- the relationship between reflexive learning and effective concept formation to build higher order thinking in mathematics
- catering for a diverse range of learners in Mathematics
- specific teaching strategies and issues related to Indigenous students in Mathematics
- strategies to enable, extend, and challenge all learners in senior secondary Mathematics and the development of a positive disposition towards mathematics
- effective use of resources for teaching, including being a proficient user of, and being able to teach with, digital technologies specific to the teaching and learning of Mathematics
- pedagogical strategies to promote problem posing, problem solving, mathematical modelling, investigation, reasoning and proof in mathematics
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, report on student achievement and ethical practice in assessment in Mathematics
- maintaining student safety in Mathematics including risk identification, management and legislative requirements
- resources and sources of professional learning for teachers for teachers, including professional associations, external professionals, community representatives and support networks.
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Mathematics education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Curriculum, assessment and evaluation practice A program/unit of work constructed for senior students over a nominated period of time (e.g., term/semester). The program will be evidence-based and designed to address:
| 50% | LO1, LO2 | GA4, GA5, GA9, GA10 |
Assessment Task 2: CHOICE - For the purposes of national moderation all campuses must select the same task Formative and Summative Assessment Folio Develop an assessment plan of two or more assessment for learning tasks designed for senior students. Each task designed will include:
OR An essay or position paper that addresses current issues and debates in curriculum, pedagogy and assessment in the teaching subject. Example 1: Choose a topic dealing with an issue in mathematics concept learning in secondary school (Years 7 –10) which is foundational knowledge for the senior secondary curriculum. Access and read research-based literature to investigate the topic. Write an academic essay highlighting current research into the topic and demonstrate an ability to select, understand and apply research findings to practice; Example 2: Report and discuss current views regarding a particular key issue in mathematics education and/or effective approaches to the teaching and learning of mathematics - with a special emphasis on the senior years of secondary school on the basis of reading research literature.) | 50% | LO3, LO4 | GA3, GA4, GA5, GA8 |
Representative texts and references
Relevant Australian, state and territory curriculum documents and study designs for secondary school students.
Cullen, C., Hertel, J., & John, S. (2013). Technology tips: Investigating extrema with GeoGebra. Mathematics Teacher, 107(1), 68-72.
Galbraith, P. & Stillman, G. (2006). A framework for identifying student blockages during transitions in the modelling process, ZDM, 38(2), 143-162.
Garofalo, J., & Lester Jr, F. K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for research in Mathematics Education, 16(3), 163-176.
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, NSW: Allen & Unwin.
Herbel-Eisenmann, B., & Breyfogle. L. (2006). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489.
Hill, H., Ball, D., & Schilling, S. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
Nelson, D. (2008). Dictionary of mathematics. London, UK: Penguin.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Stillman, G. (2011). Applying metacognitive knowledge in applications and modelling tasks at secondary school. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling (pp. 165-180). New York, NY: Springer.
Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. Nottingham, UK: Department for Education and Skills Standards Unit.
Vaiyavutjamai, P., Ellerton, N., & Clements, M. A. (2005). Students’ attempts to solve two elementary quadratic equations: A study in three nations. In P. Clarkson et al. (Eds.), Building connections: Research, theory, and practice, Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia (MERGA) (pp. 734-741). Sydney: MERGA.