Overview
Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. Students explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. They evaluate the effect of ICTs and a range of resources, learning processes and teaching strategies on the development of mathematical proficiency. Students are introduced to the rationale, organisation and content of the Australian Curriculum: Mathematics and design plans for learning and teaching mathematical concepts and skills appropriate for specific year levels in the primary school. They explain and justify approaches to promoting numeracy development through reference to authoritative sources and identify strategies for informing and involving parents and carers in the educative process. Students demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle feedback
Return of assessment tasks
Assignments will be returned in a timely manner.
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice.
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts.
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content.
- Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development.
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
Successful completion of the unit Teaching for Mathematical Proficiency provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.2, 2.1, 2.5, 2.6, 3.3, 3.4, 3.6, 3.7, 6.2, and 7.3 with a focus on applying this knowledge and skill to the Mathematics learning area.
Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Practical and Written Assessment - 50% | |||||||
| 2 - Presentation - 50% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical and Written Assessment - 50% | ||||||||||
| 2 - Presentation - 50% | ||||||||||
Textbooks
Helping Children Learn Mathematics
Edition: 2nd edn AU (2017)
Authors: Reys, RE, Lindquist, M, Lambdin, DV, Smith, NL, Rogers, A, Falle, J, Frid, S & Bennett, S
John Wiley and Sons
Milton Milton , Qld , Australia
ISBN: 9780730350675
Binding: Hardcover
Additional Textbook Information
See Moodle site for ebook purchase option. However, the paper copy can still be purchased at the CQUni Bookshop here
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
k.hewitt@cqu.edu.au
r.zipf@cqu.edu.au
Module/Topic
Teaching and learning primary school mathematics in a changing world
Chapter
Chapter 1 & 2
Events and Submissions/Topic
Module/Topic
The Australian Mathematics Curriculum - planning, teaching and assessing
Chapter
Chapter 3 & 4
Events and Submissions/Topic
Module/Topic
Processes of doing mathematics - Problem solving and reasoning
Chapter
Chapter 5 & 6
Events and Submissions/Topic
Module/Topic
Counting, number sense and place value
Chapter
Chapter 7
Events and Submissions/Topic
Module/Topic
Numeracy and number sense
Chapter
Chapter 8
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The four operations - Addition, subtraction, multiplication and division
Chapter
Chapter 9
Events and Submissions/Topic
Research Investigation
(Evaluation of practice and
planning) Due: Week 6 Friday (24
Aug 2018) 11:45 pm AEST
Research Investigation (Evaluation of practice and planning) Due: Week 6 Friday (24 Aug 2018) 11:45 pm AEST
Module/Topic
Computations - mental, written and calculator strategies
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
Computations - mental, written and calculator strategies
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
Computations and estimation
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
Fractions and decimals - establishing meaning
Chapter
Chapter 12
Events and Submissions/Topic
Module/Topic
Extending students with number theory
Chapter
Chapter 14
Events and Submissions/Topic
Module/Topic
Group presentations - Strategies for teaching numeracy
Chapter
Events and Submissions/Topic
Group Presentation - Justifying a
pedagogical approach Due: Week
12 Wednesday (3 Oct 2018) 11:45 pm
AEST
Group Presentation - Justifying a pedagogical approach Due: Week 12 Wednesday (3 Oct 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
Task rationale:
This assessment task builds professional knowledge and understanding of the content, structure, resources and teaching strategies of the Mathematics learning area. Opportunities to evaluate practice and apply professional learning to improve teaching and learning in Mathematics are also embedded in this assessment. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Graduate Teachers focus areas 1.2, 2.1, 3.2, 3.6, 6.2.
Task description:
- Choose a mathematics concept/s from the Number and Algebra Content Strand of The Australian Curriculum: Mathematics (ACARA, 2014) that is used in everyday situations (e.g. addition, subtraction, multiplication, or division of whole numbers, ratio, percentage, fractions, decimals).
- Focusing on ONE mathematical concept only write a short descriptive paragraph that both outlines and examines your personal disposition towards the mathematics concept, your beliefs about who can learn mathematics and how learning occurs in mathematics. Your paragraph could include how you were taught this mathematics concept, how you have observed this mathematics concept taught in primary school, or how you think it should be taught. The purpose of this part of the task is to reveal and reflect on your experiences of mathematics teaching and learning.
- Investigate how an understanding of the chosen concept is developed and the approach for teaching this concept by consulting The Australian Curriculum: Mathematics (ACARA, 2014), your set text and literature related to Mathematics pedagogy.
- Use the findings of this research to critique the approach to teaching and learning outlined in your descriptive paragraph.
- Develop a full lesson plan for your mathematical concept that incorporates the pedagogy and resources you identified as effective in your investigation of the literature on teaching and learning mathematics. Your lesson plan should aim to develop understanding, reasoning or problem solving NOT fluency or consolidation.
- Justify your lesson design choices through reference to the research literature and reading you did in the investigation.
- Reflect on how your investigation improved your professional understanding of effective practice in the Mathematics learning area.
Submit your response to this task in the form of a written report of approximately 1500 words using the following structure:
- Title page
- Contents page
- Introduction to the topic
- Results of the research investigation
- Critique of teaching approaches described in the paragraph
- Justification of pedagogy and resources in your lesson plan
- Reflection - reflect on the importance of your new professional knowledge and the process of investigating practice as a source of professional learning for teachers
- Conclusion
- List of References
- Appendix 1: Descriptive paragraph
- Appendix 2: Detailed lesson plan
- Appendix 3: Lesson plan resources
Week 6 Friday (24 Aug 2018) 11:45 pm AEST
Please submit the task as one document with your name in the file name it is saved under.
Week 8 Friday (7 Sept 2018)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task.
The full rubric for this assessment task can be downloaded from the Moodle site for this unit.
Assessment criteria
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
6.2 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers.
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice.
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content.
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Presentation
Task rationale
This assessment task provides opportunities for demonstrating knowledge of teaching strategies using ICTs to support the participation, concept development and mathematical proficiency of students. Strategies for engaging with parents and carers to support the educative process are also demonstrated in this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Graduate Teachers focus areas 1.2, 2.1, 3.3, 3.4, 3.7 and 7.3.
Task description
In small groups (2 to 4 members), create a presentation in the form of an information session for parents at a particular level of the primary school, e.g. early years, middle or upper primary.
Your presentation must respond to one of the scenarios concerning mathematics learning outlined on the Moodle site for this unit.
The presentation should illustrate and explain the reasons for the pedagogical approach advocated in response to the scenario and propose strategies to involve parents/care givers in the development of their child's numeracy.
Your presentation must also include a demonstration of the use of ICTs to support learning in Mathematics, describe how the tools could be used in the classroom and justify why they should be used.
The presentation will be of 15-20 minutes duration.
On campus students - presentations will occur in week 12 during the scheduled tutorial time. Please note that you may be required to attend outside of tutorial time depending on the number of presentations at your campus site.
Distance students - presentations will occur during week 12. Distance students have the option to either
- present during the scheduled tutorial time at the closest campus (subject to campus tutor agreement)
- present using Zoom at a time negotiated with the tutor
- record the presentation, upload to CloudStor and submit the link to the recorded presentation
Groups should use suitable presentation software to create support materials to accompany the oral presentation, including a brochure/information sheet or similar for parents outlining suggested strategies for supporting learning in the home.
Week 12 Wednesday (3 Oct 2018) 11:45 pm AEST
Presentations will occur during scheduled tutorial and Zoom sessions or as negotiated with tutor. Each student must upload the Group participation sheet, word doc of presentation resources, and reference list by due date above irrespective of the date of the presentation.
Exam Week Wednesday (17 Oct 2018)
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
The full rubric for this assessment task can be downloaded from the Moodle site for this unit.
Assessment criteria
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.7 Engage parents/ carers in the educative processDescribe a broad range of strategies for involving parents/carers in the educative process.
7.3 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts.
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts.
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics.
- Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development.
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
