The University of Newcastle, Australia
Available in 2020
Course code

EDUC6739

Units

10 units

Level

6000 level

Course handbook

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 (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.


Availability2020 Course Timetables

Callaghan

  • Trimester 2 - 2020
  • Semester 2 - 2020

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 - 50%

Proposal / Plan: Unit Plan - 50%


Compulsory Requirements

In order to pass this course, each student must complete ALL of the following compulsory requirements:

General Course Requirements:

  • Tutorial: There is a compulsory attendance requirement in this course. - A minimum of 80% attendance is required to pass the course

Contact hours

Callaghan

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