Available in 2014
| Callaghan Campus | Semester 1 |
|---|---|
| Ourimbah | Semester 1 |
| Port Macquarie Nth Coast Inst | Semester 2 |
Previously offered in 2013, 2012, 2011, 2010, 2009
In this course students explore the NSW K-6 Mathematics and the NSW Mathematics K-10 Syllabus for the Australian Curriculum, strategies and resources for programming, teaching and assessing primary Mathematics; the role and value of mathematics in the broader school curriculum; the place of Mathematics in the K-12 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics); the relationship between mathematics, literacy and numeracy; and ways of differentiating curriculum to meet the diverse numeracy needs of learners. There will be a particular focus upon instructional approaches relevant to teaching the strands of the NSW Mathematics K-10 Syllabus for the Australian Curriculum: Number & Algebra, Measurement & Geometry and Statistics & Probability; strategies and resources for programming, teaching and assessing primary Mathematics; the role and value of mathematics in the broader school curriculum; the place of Mathematics in the K-12 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics); the relationship between mathematics, literacy and numeracy; and ways of differentiating curriculum to meet the diverse numeracy needs of learners.
| Objectives | Upon completion of this course, students will have the capacity to: 1. Demonstrate knowledge of the principles and practices of teaching and learning K-10 Mathematics (including strategies for programming, teaching and assessing reading, writing, listening, speaking, viewing and representing). 2. Discuss the role and value of Mathematics in the broader school curriculum, and its place in the K-12 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics). 3. Employ the functional view of language and identify its implications for teaching and learning Mathematics. 4. Navigate the content, structure and organisation of the NSW K-6 Mathematics and the NSW Mathematics K-10 Syllabus for the Australian Curriculum. 5. Differentiate curriculum to meet the diverse literacy needs of learners. 6. Utilise instructional approaches relevant to teaching the strands of the NSW Mathematics K-6 Syllabus and the NSW Mathematics K-10 Syllabus for the Australian Curriculum. |
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| Content | * Principles and practices of teaching and learning K-10 Mathematics (including strategies for programming, teaching and assessing reading, writing, listening, speaking, viewing and representing). * The role and value of Mathematics in the broader school curriculum, and its place in the K-12 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics). * The content, structure and organisation of the NSW K-6 Mathematics and the NSW Mathematics K-10 Syllabus for the Australian Curriculum. * Ways of differentiating curriculum to meet the diverse literacy needs of learners. * Instructional approaches relevant to teaching the strands of the NSW Mathematics K-10 Syllabus: Number & Algebra, Measurement & Geometry and Statistics & Probability. |
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| Replacing Course(s) | Nil | ||||
| Transition | Nil | ||||
| Industrial Experience | 0 | ||||
| Assumed Knowledge | MATH1900 | ||||
| Modes of Delivery | Internal Mode | ||||
| Teaching Methods | Lecture
Tutorial |
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| Assessment Items |
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| Contact Hours | Tutorial: for 2 hour(s) per Week for 12 weeks Lecture: for 1 hour(s) per Week for 12 weeks |
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| Compulsory Components |
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| Timetables | 2014 Course Timetables for EDUC3739 |