Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit develops pre-service teachers' knowledge, skills and practices for supporting children's mathematics and numeracy development through in-depth understanding of mathematical content and pedagogical content knowledge relevant to authentic learning and assessment in early childhood and primary settings. The unit focusses on teaching, learning and assessment in number and algebra, with geometry and measurement with reference to relevant State and National curriculum documents. Pre-service teachers' personal concepts of mathematical content in these areas as well as strategies for teaching mathematics is developed. Focus is given to effective teaching and learning in mathematics that is respectful of learners' backgrounds and cultures for building self-esteem and a positive disposition toward mathematics. Pre-service teachers develop knowledge and skills to support mathematics and numeracy development of young children. They apply their understandings and knowledge to the selection, analysis and use of teaching strategies for a range of appropriate mathematical resources, including the safe and ethical use of ICTs. Pre-service teachers also develop understandings of assessment strategies and processes to collect and analyse data about learners and learning in mathematics and numeracy and to use evidence to design appropriately sequenced teaching and learning.
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 - describe and explain the content and pedagogical knowledge that underpins the concepts, substance and structure of curriculum in Mathematics and numeracy for early childhood and primary school learners, with reference to relevant State and National curriculum documents, giving particular attention to mathematics and numeracy development of young children (GA5; APST 2.1, 2.3; ACECQA B1, B2, B3)
LO2 - critically analyse key mathematical concepts and structures and supporting teaching approaches to support learning in number, algebra, geometry and measurement for students across a diverse range of abilities and backgrounds (GA4, GA9, GA10; APST 2.1, 3.3, 3.4; ACECQA B3, C4)
LO3 - use clear and coherent knowledge of research about pedagogical approaches and learner understandings to describe, implement and evaluate teaching resources and strategies, including ICTs, in number and algebra, and geometry and measurement that support learning for students across a diverse range of abilities and backgrounds (GA1, GA5; APST 1.1, 2.2, 2.5, 2.6, 3.3, 4.5; ACECQA B3, C4)
LO4 - demonstrate an understanding of a range of assessment strategies, processes to collect and analyse student data to assess and evaluate children’s mathematical and numeracy learning using age appropriate assessment strategies, and practices which will enable them to plan for future learning experiences, and where necessary modify teaching strategies (GA5, GA10; APST 5.1, 5.2, 5.4; ACECQA B1, B2, B3).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
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:
On successful completion of this unit, pre-service teachers should have the ability to: 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in teaching and learning. |
On successful completion of this unit, pre-service teachers should have developed understandings and practices that: 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.3 Include a range of teaching strategies. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal,diagnostic, formative and summative approaches to assess student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
This unit provides teaching and learning support to: 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B1 Early Years Learning Framework B2 The Australian curriculum B3 Numeracy, science and technology |
C4 Teaching methods and strategies |
Content
The topics will include:
- National and state curriculum and policy documents; including Early Years Learning Framework and Australian Curriculum: Mathematics
- Current research and directions in teaching Mathematics and numeracy for 21st century early childhood and primary learners
- Content, Pedagogical Content and Technological Pedagogical Content Knowledge for supporting Number and Algebra & Geometry and Measurement
- Physical and digital resources for teaching Mathematics and numeracy; teaching strategies and learner engagement
- Theories of children’s mathematical and numeracy learning and development from birth to 12; emphasising Number and Algebra & Geometry and Measurement
- Learning strengths and needs in of students from diverse backgrounds (linguistic, cultural, religious and socioeconomic) and that cater for students across a full range of abilities
- Research-based theories of teaching and learning in Mathematics; including supporting conceptual understanding, attending to student misconceptions, influence of the learning environment, and catering for learners from diverse backgrounds and across a full range of abilities
- Teaching and learning strategies for developing Number and Algebra & Geometry and Measurement; including play-based, experiential learning, questioning, real-world problem-solving, inquiry learning, open-ended tasks, use of ICT, mathematical investigations, use of children’s literature, use of manipulatives
- Evidence-based monitoring and assessment of Mathematics and numeracy with early childhood and primary learning; including standardised, formative and summative assessments and strategies
Learning and teaching strategy and rationale
Engagement for learning is the key driver in the delivery of this curriculum which is offered in online mode. A range of teaching and learning strategies are employed to reflect technology-enhanced learning in developing pre-service teachers’ knowledge and understanding of contemporary Mathematics and numeracy learning pedagogies with a focus on number and algebra and geometry and measurement as can be applied in early childhood and primary contexts. These include synchronous and/or asynchronous digital engagement in: interactive learning activities and experiences; student-led discussion forums and group work; directed reading activities; and ICT as a pedagogical tool for mediating mathematical concepts.
Pre-service teachers will follow guidelines to identify and engage with physical and digital resources and teaching strategies that facilitate their knowledge of content and pedagogical content knowledge for engaging children with Mathematics and numeracy. Online learning activities and resources will facilitate pre-service teachers’ critical analysis and reflection of these experiences for developing pedagogies and practices for developing skills and positive dispositions towards Mathematics and numeracy with learners in early learning and primary contexts. There will be an opportunity for the content to be applied in Professional Experience Studies where pre-service educators will draw on theoretical, practical and ICT considerations from this unit for planning and implementing learning experiences in Mathematics and numeracy during professional experience placement.
Technology Enhanced Learning
The online teaching and learning in this unit will be offered via a LEO unit site. Lectures, lecture summaries and/or tutorial activities may be recorded to support student learning. Pre-service teachers will be notified when an activity is being recorded prior to the commencement of the activity.
Assessment strategy and rationale
The assessment tasks allow pre-service teachers to progressively demonstrate the course learning outcomes by demonstrating academic and professional standards through achievement against the unit learning outcomes. The Curriculum Studies units in this course focus on developing understanding of and skills in curriculum, pedagogy and assessment for a selected discipline with reference to the Early Years Learning Framework and the primary learning areas of the Australian Curriculum. Emphasis is given to demonstrating professional knowledge of the content and how to teach it (APST 2), and professional practice in planning and implementing learning (APST 3) and assessing learning (APST 5) in the selected area. In EDMA552 the assessment focuses on applying pedagogical content knowledge to learning in Mathematics and numeracy for children from birth to 12 years with a focus number, algebra, geometry and measurement. The two assessment tasks are sequenced to allow feedback and progressive development in demonstrating pedagogical practice in: demonstrating knowledge and skills in selecting and analysing resources to plan teaching strategies that engage children in early childhood and primary contexts (Task 1); and applying knowledge of Mathematics and numeracy to develop skills in assessment practices for collecting, analysing and evaluating data and evidence of learning and learners (Task 2). The tasks are equally weighted to reflect the significant contribution of the knowledge and skills developed in each task to pre-service teachers’ developing curriculum, pedagogical and assessment knowledge and practices in Mathematics and numeracy. In addition, pre-service teachers complete a hurdle task designed as a diagnostic and formative assessment of personal numeracy skills in preparation for completing the Literacy and Numeracy Test for initial teacher education (LANTITE).
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
Minimum Achievement Standards
In order to pass this unit, students are required to successfully complete all assessment tasks.
Critical Tasks for Initial Teacher Education (CTITE): This unit includes a Critical Task for Initial Teacher Education (CTITE). This is one of a set of tasks developed as culminating assessment of the Graduate Teacher Standards for use with all pre-service teachers. To pass this CTITE pre-service teachers will need to successfully demonstrate all Graduate Teacher Standards that are summatively mapped to this task. The description, criteria, standards and moderation of these tasks is common across programs to facilitate consistent and comparable judgements. Pre-service teacher data from these tasks is used to confirm achievement of the Graduate Teacher Standards, validate the tasks and evaluate and improve programs.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 CTITE5: Resource Construction Selection and analysis of learning resources and preparation of teaching strategies in Geometry and Measurement for engaging learners from birth to 12 years. | 50% | LO1, LO2, LO3 | GA1, GA4, GA5, GA9, GA10 |
Assessment Task 2 Folio of Assessment Practices Folio of tools and strategies for collecting, analysing and evaluating data about learners and learning with children from diverse backgrounds (3-8 and 9-12 years) for diagnostic, formative and summative purposes with critical reflection on mathematics and numeracy learning and assessment and next-step required in teaching and learning. | 50% | LO1, LO3, LO4 | GA1, GA5, GA8, GA10 |
Hurdle Task Completion of selected Numeracy Diagnostic Task | NIL |
CTITE5: Resource Construction
Prepare a literature review to identify current research related to learning about a selected mathematical topic for learning and development in Geometry and Measurement for children from birth-12 years. Demonstrate how research into learning and development can be applied to teaching the selected topic through the design of learning environments, activities and resources that are responsive to core content, learning trajectories and common misconceptions of learners.
Based on the findings of the review, select and analyse four different resources relevant to learning in the selected area. Include at least one ICT resource, cover the span of covering the span of early childhood (B-5), early primary (6-8) and upper primary (9-12) and consider the literacy and numeracy capabilities needed to engage with the resource. For each selected resource, design a teaching strategy for use with a group of learners. Evaluate how the resource develops learning in the selected topic and relates to relevant curriculum and articulate the strengths and weaknesses of the resources for promoting learning and development in the selected area.
Representative texts and references
Required Text
Early Years Learning Framework: www.education.gov.au/early-years-learning-framework
Australian Curriculum: Mathematics: www.australiancurriculum.edu.au/mathematics/rationale
Recommended References
Askew, M. (2012). Transforming primary mathematics. New York, NY: Routledge.
Beckley, P., Compton, A., Johnston, J., & Marland, H. (2010). Problem solving, reasoning and numeracy: Supporting development in the early years foundation stage. London, England: Continuum International Publishing Group.
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics (5th ed.). Frenchs Forest, NSW: Pearson Australia.
Copley, J. (2010). The young child and mathematics (2nd ed.). Reston, VA: National Council of Teachers of Mathematics.
Forgasz, H., & Rivera, F. (2012). Towards equity in mathematics education: Gender, culture, and diversity. Heidelberg, Germany: Springer.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett S. (2015). Helping children learn mathematics (11th ed.). Hoboken, NJ: Wiley.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd ed.). South Melbourne, Vic: Oxford University Press.
Sperry Smith, S. (2013). Early childhood mathematics (5th ed.). Upper Saddle River, NJ: Pearson.
Van de Walle, J., Karp, K., & Bay-Williams, J. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed. Global ed.). Boston, MA: Pearson.
Wyatt-Smith, C., Elkins, J., & Gunn, S. (Eds.). (2011). Multiple perspectives on difficulties in learning literacy and numeracy (pp. 275-293). Dordrecht, The Netherlands: Springer.