Unit Outline

This unit builds on the knowledge of pedagogies appropriate for teaching primary mathematics that students acquired in EMT521 Teaching Primary Mathematics 1. The second unit in the sequence, EMT620 broadens students understanding of mathematics pedagogy by addressing the content and practices not covered in the initial unit. This unit will model and provide opportunities for students to engage with best pedagogical practice by undertaking rich tasks, group work, and problem solving, as well as differentiating and integrating the curriculum. Students will enhance their understanding of appropriate pedagogies for teaching mathematics and their knowledge of relevant curricula, the development of students' thinking in each of the strands of the Australian Curriculum: Mathematics, and the relationship of content knowledge to pedagogy. It will provide pre-service teachers with opportunities to assess primary students' mathematical thinking using work samples and to develop their skills in planning for teaching based on this information.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

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


1.	explain numeracy and mathematical ideas, skills, and knowledge appropriate for primary teaching
2.	identify appropriate pedagogies for teaching mathematics, including differentiation of the curriculum
3.	plan, develop, analyse and justify worthwhile mathematical teaching experiences that incorporate appropriate pedagogical principles
4.	evaluate and assess students mathematical thinking through the analysis of student behaviour and use this assessment to inform planning

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT521

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Measurement Concepts	Week 5	20 %	LO1, LO3
Assessment Task 2:	Assessment of Measurement Concepts	Week 7	30 %	LO2, LO3, LO4
Assessment Task 3:	Teaching Approaches	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Measurement Concepts

Task Description:

Assignment

For this task you are to describe a set of measurement concepts and procedures relevant to primary school students.

The presentation is to include the following aspects:
- A description of the measurable attribute (e.g., length, mass, time).
- A discussion of informal and formal units that are appropriate for this attribute.
- Relevant links to the Australian Curriculum: Mathematics illustrating how concepts and procedures develop through the year levels.
- A rationale that describes the ‘big ideas’ or key conceptual understandings associated with this topic and shows how they occur in contexts that are relevant to the students (must include reference to scholarly sources).
- Use this task as an opportunity to demonstrate your understanding of mathematical concepts and procedures, and mathematical proficiency.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3, 2.5

Task Length:

800 words maximum

Due Date:

Week 5

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain mathematical concepts, procedures, and proficiency (50%)	LO1
2	Interpret and apply the Australian Curriculum: Mathematics to determine appropriate learning outcomes (30%)	LO1
3	Present a clear, well-reasoned argument using academic style (20%)	LO3

Assessment Task 2: Assessment of Measurement Concepts

Task Description:

Plan

For this task you are to present and justify a plan for assessing understanding of proficiency with measurement and a suitable set of follow up learning activities.

The presentation is to include the following aspects:
- Identification of a specific year level and the appropriate learning outcome(s).
- A description of the possible misconceptions and/or difficulties students may have with achieving this learning outcome. Show your understanding of the possible sources and impact of these challenges. Your statement should include reference to scholarly literature.
- A description of the rich assessment task you have chosen (or designed) that will provide evidence of mathematical proficiency. Include a rubric that illustrates the different aspects and levels of mathematical proficiency that are assessed.
- A description of a set (2 or 3) of learning activities and resources that is suitable for supporting the development of these understandings. Your description should clearly show how the resources are used and why the activity is expected to improve understanding.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.5, 3.2, 5.1

Task Length:

1200 words maximum

Due Date:

Week 7

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify appropriate pedagogies for teaching mathematics, including differentiation of the curriculum (40%)	LO2
2	Synthesise effective practice from the relevant literature (30%)	LO2, LO3
3	Demonstrate an understanding of the assessment of students’ mathematical proficiency and planning to meet their needs (30%)	LO3, LO4

Assessment Task 3: Teaching Approaches

Task Description:

Position Paper

Provide a description of your approaches to teaching mathematics. Include detailed reference to the Australian Curriculum: Mathematics, justification using theory and research, and clear illustrations of practice.

The presentation is to include the following sections:
- A short description of a hypothetical but realistic class that you might have responsibility for as a teacher.
- A description of the nature of the learning outcomes in mathematics that you would expect from this group. Include consideration of the range of ability and experience that you would expect in this group as well as reference to the Australian curriculum.
- A fully justified description of your teaching approaches intended to bring about these kinds of learning outcomes. Show how you intend to use differentiation to accommodate the needs of this group. Make specific reference to assessment in its various forms and show how you will use it to enhance your teaching of mathematics. Describe and justify examples of the classroom practices and resources you plan to use.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.5, 3.2, 5.1

Task Length:

2000 words maximum

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain mathematical concepts, procedures, and proficiency (25%)	LO1
2	Explain current learning theory as it relates to primary mathematics (25%)	LO2
3	Demonstrate an understanding of the role of assessment and its relationship to learning (25%)	LO4
4	Justify effective approaches to teaching mathematics that consider current curriculum and theory, and accommodates the specific needs of the targeted group (25%)	LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Siemon, D., E. Warren, K. Beswick, R. Faragher, J. Miller, M. Horne, D. Jazby, M. Breed, J. Clark, & K. Brady. (2021). Teaching mathematics (3rd ed.). Docklands, Vic.: Oxford University Press.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can also access the Reading List for this unit from the link in MyLO.