Unit Outline

This unit introduces students to a range of learning theories and pedagogies appropriate for teaching Early Childhood (EC) and Primary mathematics. The unit will model and provide opportunities for students to engage with rich tasks, group work, problem solving, and differentiation using examples from across all domains of the Australian Mathematics Curriculum and the Early Years Learning Framework (EYLF). Students will develop their understanding of relevant curricula, the development of students’ thinking in each of the domains, and the relationship of current knowledge to pedagogy. It will provide pre-service teachers with the opportunity to develop their skills in planning from mathematics teaching and with using resources such as children’s literature to provide students with authentic and worthwhile mathematical experiences.

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	identify a range of learning theories and pedagogies for teaching primary and early childhood mathematics
2	consider beliefs about mathematics and mathematics learners and the implications for practice
3	plan, develop, implement, analyse and reflect upon worthwhile mathematical teaching experiences that incorporate appropriate pedagogical principles
4	describe the features of a worthwhile mathematical task and justify why tasks and discourse are important for mathematical learning

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESH120 or EDU120 or ESP125

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:	Mathematics Knowledge and Beliefs Audit	Week 4	20 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Teaching Mathematical Ideas Through Picture Books	Week 8	50 %	LO1, LO3, LO4
Assessment Task 3:	Take Home Examination	Exam Period	30 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Mathematics Knowledge and Beliefs Audit

Task Description:

For this assessment task you are asked to complete three (3) quizzes through MyLO. Each quiz will contain 10 multiple choice questions related to mathematical problems, weekly content, and your own mathematical knowledge and beliefs. Your grade for this task will be the mean score across the three quizzes.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.5, 4.1

Task Length:

800 words equivalent

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evidence of your understanding about mathematics content, particularly in the domain of number (20%)	LO1
2	Evaluate and respond to belief statements (20%)	LO2
3	Ability to summarise unit content and access resources to answer questions (20%)	LO3
4	Evidence of your understanding about mathematics teaching and learning (20%)	LO3
5	Identify the features of mathematical tasks (20%)	LO4

Assessment Task 2: Teaching Mathematical Ideas Through Picture Books

Task Description:

For this assignment you are to select a picture book with mathematical content relevant to teaching in a primary setting. Analyse the book in terms of its mathematical content and suitability for developing mathematical concepts. The assignment consists of the following components:

1. A three-minute video recording of yourself reading aloud your chosen book. The book reading will also include key questions designed to probe students’ thinking related to specific mathematical ideas. Given the books differ in length it does not matter if the three-minute recording (including the questions) does not capture the entire story from start to finish.
2. A written piece of work that includes the following:
a. A rationale for the use of picture books to teach mathematical concepts, with justification of your choice of the particular book, with reference to the scholarly literature. This justification should include the identification of key mathematical concepts or skills contained in the book and the “big ideas” associated with these concepts/skills.
b. An explanation of how you would use the book in the classroom including justification for the choice of questions posed during the book reading.
c. An outline of the learning activity that you would carry out with the children following the book reading. This outline must include:
i. The appropriate year level for which the learning experience is intended.
ii. Relevant links to the Australian Curriculum Content Descriptor(s) and Proficiencies.
iii. A statement of the specific learning objective for your activity
iv. An explanation of the activity itself including a brief, but specific description of the evidence you would collect to indicate the extent to which children have achieved the learning intention.

A template for this assignment will be provided to help you to structure and address the above components. Further details about recording and uploading your book reading will be provided. It is strongly recommended that you select a book which can be used to extend one of the topics already covered in the semester. If in doubt, please discuss with your tutor.

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

Task Length:

1200 words for the written piece, plus the book reading

Due Date:

Week 8

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Synthesis of relevant literature, and a justification for the selection of the picture book and teaching approaches (20%)	LO1
2	Identification of key questions and activities that reflect your knowledge of mathematics teaching and learning (45%)	LO3, LO4
3	Articulation of a justification for the selection of the picture book and teaching approaches (20%)	LO3
4	Use of scholarly written communication and appropriate written conventions (10%)	LO3

Assessment Task 3: Take Home Examination

Task Description:

The take-home examination will consist of four (4) questions which will address aspects of mathematics and mathematics teaching and learning that have been covered in the unit. You are permitted to use resources, including textbooks and unit materials. The take home examination will be available through MyLO and will be submitted using Dropbox. The exam will be scheduled by the EPR220 teaching staff to occur early in the
examination period. The specific date range during which the examination must be completed will be provided closer to the examination period.

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

Task Length:

~1200 words

Due Date:

Exam Period

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evidence of your understanding about mathematics content, particularly in the domain of number (20%)	LO1
2	Ability to summarise unit content and access resources to answer questions (20%)	LO3
3	Evidence of your understanding about mathematics teaching and learning (20%)	LO3
4	Justify reasons for implementing worthwhile mathematical tasks in the classroom (20%)	LO4
5	Compare students’ mathematical responses to a set of work samples (20%)	LO2

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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

Van de Walle, J., Karp, K., Bay-Williams, J., & Bass, A. (2019). Primary and middle years mathematics (1st Australian ed.). Pearson.