EDUC6739
10 units
6000 level
Course handbook
Description
In this course Initial Teacher Education Students (ITES) explore: the relevant curriculum and syllabus documents; 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- 10 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics); ways of differentiating mathematics curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students; perspectives of mathematics skills development incorporating EAL and Aboriginal learners; and pedagogies that have the capacity to promote equity and social justice for diverse learners. There will be a particular focus on instructional approaches relevant to teaching the strands of the NSW Mathematics K-10, Volume 1 and beyond Syllabus: Data, Space, Measurement, Patterns and Algebra, Number and Working Mathematically.
Availability2024 Course Timetables
Callaghan
- Trimester 2 - 2024
Learning outcomes
On successful completion of the course students will be able to:
1. Demonstrate knowledge of the principles and practices of teaching and learning mathematics in K-6 school contexts (including strategies for programming, teaching and assessing).
2. Identify the role of language in mathematics learning and investigate the implications of how language is used in mathematical contexts.
3. Navigate the content, structure and organisation of the NSW K-10 Mathematics curriculum and explore its relationship to the Numeracy.
4. Differentiate curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students.
5. Utilise instructional approaches relevant to teaching the strands of the NSW Mathematics K-10 Mathematics Syllabus and the Australian Curriculum: Mathematics.
6. Examine perspectives of mathematical skill development incorporating EAL and Aboriginal learners.
7. Explore pedagogies that have the capacity to promote equity and social justice for diverse learners.
Content
- Principles and practices of teaching and learning mathematics in K-6 settings (including strategies for programming, teaching and assessing mathematics).
- The role and value of Mathematics in the broader school curriculum as mathematical capacities.
- The content, structure and organisation of the NSW K-10, Volume 1 Mathematics syllabus and Australian Curriculum: Mathematics .
- Strategies for differentiating mathematics curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students.
- Instructional approaches relevant to teaching the strands of the NSW Mathematics K-10, Volume 1 Syllabus: Data, Space, Measurement, Patterns and Algebra, Number and Working Mathematically and beyond.
- Examining perspectives of mathematical skill development incorporating EAL and Aboriginal learners.
- Exploring pedagogies that have the capacity to promote equity and social justice for diverse learners.
Assumed knowledge
An Undergraduate Degree or equivalent
Assessment items
Written Assignment: Series of Lesson Plans
Proposal / Plan: Unit Plan
Contact hours
Trimester 2 - 2024 - Callaghan
Lecture-1
- Online 12 hour(s) per term
Tutorial-1
- Face to Face On Campus 24 hour(s) per term
- Compulsory Requirement: Students must attend 80% of sessions.
Course outline
Course outline not yet available.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.