KLA Studies: K-6 Mathematics

Course code EDUC6739
Available in 2015
2015 Course Timetables

Description

In this course students explore:

The NSW K-10 NSW Mathematics syllabus, Volume 1 and Stage 4 from the K-10 NSW Mathematics Syllabus, Volume 2, The Australian Curriculum; Mathematics and the Australian Learning Continuum; Mathematics and linkages; 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 upon 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.

Availability

Callaghan Campus

  • Semester 2 - 2015

Learning Outcomes

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. Examine the NSW K-6 Mathematics Syllabus, Volume 1 and Volume 2 and its relationship to the Australian Learning Continuum: Mathematics.

3. Identify the role of language in mathematics learning and investigate the implications of how language is used tin mathematical contexts.

4. Navigate the content, structure and organisation of the NSW K-10, Volume 1 Mathematics curriculum.

5. Differentiate curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students.

6. Utilise instructional approaches relevant to teaching the strands of the NSW Mathematics K-10 Mathematics Syllabus, Volume 1 and beyond and the Australian Curriculum: Mathematics.

7. Examine perspectives of mathematical skill development incorporating EAL and Aboriginal learners.

8. 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

Integrated Learning Session

Face to Face On Campus 3 hour(s) per Term

Lecture

Face to Face On Campus 1 hour(s) per Week for 10 Weeks

Tutorial

Face to Face On Campus 2 hour(s) per Week for 10 Weeks