Year
2024Credit points
10Campus offering
Prerequisites
NilUnit rationale, description and aim
This unit introduces teachers to mathematics-focused learning within the integrated STEM classroom based on content in the Australian Curriculum, and state and territory syllabi. Teachers will develop skills in designing practical hands-on activities using inquiry-based learning pedagogies in STEM contexts. They will explore mathematical concepts inherent in STEM applications and investigations and develop mathematical discipline knowledge and understanding. Teachers will also explore exemplary teaching strategies and pedagogical content knowledge in the field of applied mathematics and demonstrate knowledge and understanding of the connections between mathematics and other discipline areas within STEM education.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate knowledge (fluid and creative implementation) of the concepts, substance and structure of the discipline content and teaching strategies of teaching Mathematics within Integrated STEM activities, and an in-depth understanding of how students learn Mathematics in an integrated STEM classroom (APST 1.2, 2.1) | GC1, GC2, GC3, GC7, GC8, GC10, GC11 |
| LO2 | Critically analyse, synthesise, develop, and implement a range of Mathematics learning / teaching activities and sequences for students which involve a variety of pedagogical approaches and resources (including project-based and inquiry learning, and the safe and ethical use of ICT resources) appropriate for the curriculum content in the Integrated STEM classroom (APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5) | GC1, GC2, GC7, GC8, GC9, GC10, GC11 |
| LO3 | Describe, design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural; EAL/D; Gifted Learners; Students with special purposes) and integrate General Capabilities and Cross Curriculum Priorities (from Australian Curriculum, Mathematics) when teaching Mathematics in an Integrated STEM classroom (APST 3.3) | GC2, GC3, GC7, GC8, GC9, GC10, GC11 |
| LO4 | Analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in teaching Mathematics in an Integrated STEM classroom and apply to the development and modification of own teaching practice (APST 2.3, 5.1) | GC2, GC3, GC7, GC8, GC9, GC10, GC11 |
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. |
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. |
2.6 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. |
4.5 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. |
Content
Topics will include:
- contemporary understandings of the unique ways in which students learn Mathematics in an Integrated STEM classroom
- pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching Mathematics in Integrated STEM Education
- planning, implementing and evaluating sequences of learning activities when teaching Mathematics in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning
- describing and representing STEM-based problems using a variety of mathematical terminologies and conventions
- interpreting real life situations and systematically applying appropriate strategies to solve problems
- catering for a diverse range of learners when teaching Mathematics in an Integrated STEM classroom
- effective use of a range of resources for teaching, including ICTs and technologies to engage learners, specific to teaching Mathematics in an Integrated STEM classroom
- classroom management when teaching Mathematics in an Integrated STEM classroom and the impact of curriculum rigor, engagement, participation and inclusion on learner behaviour
- a range of approaches and strategies for assessment, feedback, and reporting when teaching Mathematics in Integrated STEM Education
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
Assessment strategy and rationale
The assessment tasks 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).
A variety of assessment procedures will be used to ascertain the extent to which graduates achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,500 words. In order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 a. Resource Folio and Task Analysis Create a folio of 6 practical activities that cover a range of STEM applications, within which the:
In the folio, provide a task analysis overview of each task, addressing the dot points above. b. Critical Reflection Report Critically evaluate and justify using recent research the ways in which the Research Folio activities promote:
(word count approx. 2750) | 30% 20% Total = 50% | LO1, LO3, LO4 |
Assessment Task 2 Option 1 Teaching Unit design Develop an integrated STEM unit of work (comprised of 5 hours of learner-centred sequential activities) that has a Mathematics theme and integrates Science, Technology and Engineering. The unit of work must demonstrate knowledge and understanding of:
(word count approx. 2750) | 50% | LO1, LO2, LO3 |
Representative texts and references
Four Arrows. (2013). Teaching truly. A curriculum to Indigenize mainstream education. Chapter 9 (pp.152-167) and Chapter 10 (pp.193-213). New York: Peter Lang.
Froschauer, L. (2016). Bringing STEM to the elementary classroom. Arlington: David Beacom.
Hartman, C. (2015). Teacher Influence on Elementary School Students’ Participation in Science, Technology, Engineering, and Mathematics. University Honors Program Theses. Paper 145. http://digitalcommons.georgiasouthern.edu/honors-theses/145
Hudson, P., English, L., Dawes, L., King, D., & Baker, S. (2015). Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools. Australian Journal of Teacher Education, 40(6). http://dx.doi.org/10.14221/ajte.2015v40n6.8
English, L. D. (2015). STEM: Challenges and opportunities for mathematics education. In Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 4-18). PME.
Jorgensen, R., & Larkin, K. (2017). Stem Education in the Junior Secondary. Springer Verlag.
Matthews, C. (2015). Maths as Storytelling: Maths is Beautiful. In K. Price (Ed). Aboriginal and Torres Strait Islander education. An introduction to the teaching profession (2nd ed.). Port Melbourne, Vic: Cambridge University Press.
Morrison, J., Roth McDuffie, A., & French, B. (2015). Identifying key components of teaching and learning in a STEM school. School Science and Mathematics, 115(5), 244-255.
Western New South Wales Regional Aboriginal Education Team (RAET). (2012). 8 Ways Aboriginal pedagogy from Western NSW. Dubbo, NSW: Department of Education and Communities.