EDCU12038 - Teaching for Mathematical Proficiency

General Information

Unit Synopsis

Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. You will explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. You will be introduced to mathematics content that recognises your own disposition towards mathematics and how your students may find learning mathematics difficult. You will evaluate ICTs and other resources, learning processes and teaching strategies on the development of mathematical proficiency. You will be 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. You will 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. You will demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding. You will be introduced to the socioconstructivist approach to teaching mathematics through problem solving and inquiry based learning. you will be encouraged to facilitate your students' mathematical thinking.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 2 - 2024 Profile
Bundaberg
Mackay
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 45%
2. Reflective Practice Assignment 45%
3. Peer assessment 10%

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

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 65.00% (`Agree` and `Strongly Agree` responses), based on a 36.81% response rate.

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.

Source: Student feedback from SUTE
Feedback
Assessment criteria grading reflect the task requirements.
Recommendation
Criteria grading will be reviewed.
Action Taken
Assessment task criteria referenced grids (rubrics) were simplified to reflect task requirements.
Source: Student feedback from SUTE
Feedback
Enhance assessment task 2.
Recommendation
Assessment task 2 will be updated.
Action Taken
Assessment task 2 content was adjusted to reflect course content.
Source: Student feedback fromSUTE
Feedback
Participation of students in Learning Community Groups.
Recommendation
More time will be spent early in the term to encourage students to participate in their Learning Community Groups.
Action Taken
Students were encouraged to begin discussions with LCG and disengaged students were identified and contacted.
Source: SUTE
Feedback
Support campus students
Recommendation
UC to make contact with campus students through drop in on campus tutorials.
Action Taken
Nil.
Source: Unit evaluation data
Feedback
Clear unit guidelines
Recommendation
Review unit Course Outline clearly identify goals, restate these in first week of term. Identify requirements of the assessments.
Action Taken
Nil.
Source: SUTE
Feedback
Learning Community Groups
Recommendation
Emphasise the significance of peer collaboration from a social and professional perspective. Encourage continual and ongoing support for all LCG members.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
  2. Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts
  3. Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
  4. Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency, reasoning and problem solving in Mathematics
  5. Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content
  6. Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development
  7. Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.2 Understand how students learn

2.1 Content and teaching strategies of the teaching area

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.3 Use teaching strategies

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

3.7 Engage parents/carers in the educative process

6.2 Engage in professional learning and improve practice

7.3 Engage with the parents/carers

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • • • •
2 - Reflective Practice Assignment • • • • • •
3 - Peer assessment • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10