Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDET100 Effective Teaching 1: Becoming a Teacher
Incompatible
EDMA217 Curriculum, Pedagogy and Assessment in Mathematics Education 1
Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, pre-service teachers need a knowledge and understanding of the junior secondary curriculum, theoretical frameworks and pedagogical approaches for teaching junior secondary Mathematics.
Pre-service teachers will study the junior secondary Mathematics curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of Mathematics teaching. Pre-service teachers will explore theoretical frameworks associated with the teaching and learning of Mathematics. Evidence-based approaches to plan for effective teaching and learning and approaches for engaging all learners is also a focus. Further, embedding literacy and numeracy, and the use of digital technologies will be explored to enhance student learning. Pre-service teachers will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Focussing on the detailed planning of a series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse.
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 junior 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 describe the junior secondary Mathematics curriculum, including the knowledge and skills required of students, the theories which inform the curriculum and ways of teaching the curriculum (GA4, GA5, GA8; APST 2.1)
LO2 explain how students learn Mathematics, together with a range of appropriate approaches to planning and delivering engaging and purposeful teaching/learning activities for learners with diverse background and including the selection of appropriate resources (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.2, 1.3, 2.1, 2.5, 2.6, 3.3, 3.4, 4.1, 4.5)
LO3 critique personal knowledge and understanding of the concepts, substance and structure of the Mathematics curriculum to develop a plan for personal learning (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 6.1, 6.2, 6.4, 7.4)
LO4 plan and devise a learning program in junior secondary Mathematics which builds on the learning strengths and supports the learning needs of students with diverse backgrounds (including Aboriginal and Torres Strait Islander students) across the full range of abilities (GA1, GA4, GA5, GA8; APST 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5)
LO5 describe assessment strategies to assess and improve student learning and provide feedback to students about their learning (GA1, GA3, GA4, GA5; APST 2.1, 2.3, 5.1, 5.2, 5.3, 5.4)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
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
GA7 - work both autonomously and collaboratively
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. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
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. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
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. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
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. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Content
Topics will include:
- Factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of mathematics relevant to Years 7-10.
- Specific professional practices related to teaching and learning across the curriculum strands (Number and Algebra; Geometry and Measurement, and Statistics and Probability)
- Planning sequences of learning activities in mathematics relative to specific school context and identified factors impacting teaching and learning
- General capabilities and cross curriculum priorities including the integration of literacy, numeracy and ICT and local, state, territory and national perspectives in Mathematics Education
- The relationship between reflexive learning and effective concept formation to build higher order thinking in number, measurement and geometry, chance and data and algebraic thinking.
- Catering for a diverse range of learners in mathematics, including learners having English as an additional language or dialect (EAL/D)
- Effective use of resources for teaching mathematics, including ICT’s and technologies specific to mathematics including hand-held technologies, concrete materials and visual approaches across the content areas
- Pedagogical strategies to promote problem posing, problem solving, mathematical modelling, reasoning and proof in number, measurement and geometry, chance and data and algebraic thinking.
- Feedback, assessment and reporting in Mathematics Education
- Extending and challenging all learners in Mathematics Education
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. It is designed to build the pre-service teacher’s 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 activities and culminating in micro-teaching opportunities. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing Mathematics lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
The teaching and learning strategy described above will use an appropriate selection of approaches, 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
Technology Enhanced Learning
The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:
- Online review exercises.
- Discussion board to exchange ideas and refine learning.
- Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to demonstrate knowledge of curriculum, and devise a plan for professional learning that supports their preparedness to teach English. Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and will deepen her/his understanding of effective planning and teaching strategies through the development of instructional videos and describe the use within a lesson. In Task 3, the pre-service teacher will demonstrate knowledge of curriculum, planning and assessment in the development of a unit of work for use in a specific class context. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:
- Assessment Task 1: Analysis of curriculum
- Assessment Task 3: Formative and Summative Assessment
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Analysis of curriculum Critical Task Using professional readings and year 7 – 10 curriculum documents analyse and identify:
Design a professional learning plan to address potential gaps or weaknesses (the plan will be elaborated in later units). | 30% | LO1, LO2, LO3 | GA4, GA5, GA7, GA8, GA9, GA10 |
Assessment Task 2: Microteaching portfolio (Group task) Develop a selection of 3 video excerpts that illustrate teaching and learning activities which cater for diverse learners across a range of topics incorporating a variety of resources. Include:
Design three separate lesson plans to incorporate a video excerpt in each. Include:
o Knowledge and understanding and, o Design and Production
| 30% | LO1, LO2 | GA4, GA5, GA7, GA8, GA9, GA10 |
Assessment Task 3: Research-informed Sequence of Learning Critical Task Design a research-informed program/unit of work for junior Mathematics education students over a nominated period (e.g. half term) for the chosen concept, as well as appropriate assessment strategies for the unit. The unit plan should attend to the following key elements:
| 40% | LO1, LO2, LO4, LO5 | GA1, GA3, GA4, GA5, GA7, GA8, GA9, GA10 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
Recommended references
Aidon, G., & Trgalova, J. (2020). Technology in mathematics teaching. Springer.
Boaler, J., Munson, M., & Williams, C. (2019). Mindset mathematics: Visualizing and investigating big ideas, grade 8. San Francisco, CA: Jossey-Bass.
Brahier, D. J., & Speer, W. R. (Eds.) (2011). Motivation and disposition: Pathways to learning mathematics. Reston, VA: National Council of Teachers of Mathematics.
Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Cham: Springer.
Clements, M. A., Bishop, A. J., Keitel, C., Kilpatrick, J., & Leung, F. K. S. (Eds.) (2013). Third international handbook of mathematics education. Springer.
de Oliveira, L.C., & Civil, M. (Eds.), (2020). Teaching mathematics to English language learners. Springer.
Ellis, A. (2007). The influence of reasoning with emergent quantities on students' generalizations. Cognition and Instruction, 25(4), 439-478.
Goos, M., Vale, C., & Stillman, G. (2017). Teaching secondary school mathematics: Research and practice for the 21st century (2nd ed.). Crows Nest, NSW: Allen & Unwin.
Joseph, G. G. (2011). The crest of the peacock: Non-European roots of mathematics (3rd ed.). Princeton University Press. (Earlier editions are also suitable.)
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry III, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261-270.
Magiera, M. T., van den Kieboom, L. A., & Moyer, J. C. (2013). An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking. Education Studies in Mathematics, 84(1), 93-113.
Staples, M. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction 25(2-3), 161-217.
Stillman, G. (2010). Implementing applications and modelling in secondary school: Issue for teaching and learning. In B. Kaur & J. Dindyal (Eds.), Mathematical applications and modelling (pp. 300-322). World Scientific.
Wilcox, B., & Monroe, E. E. (2011). Integrating writing and mathematics. The Reading Teacher, 64(7), 521-529.