Unit Outline

This unit introduces students to pedagogies appropriate for teaching primary mathematics and contributes to your evidence for meeting Graduate Teaching Standards. The unit will model and provide opportunities for students to engage with rich tasks, group work, problem solving, and differentiating the curriculum using examples from the number domain of the Australian Curriculum. Students will develop their understanding of appropriate pedagogies for teaching mathematics and their knowledge of relevant curricula, the development of students' thinking in number, and the relationship of content knowledge to pedagogy. It will provide pre-service teachers with opportunities to deepen their own mathematical content knowledge within the domain of number, assess primary students' mathematical thinking using work samples and to plan lessons in mathematic.

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	Demonstrate an understanding of mathematical knowledge and skills appropriate for primary teaching.
2	Identify how teaching activities align with and contribute to achieving the learning outcomes of the Australian Curriculum: Mathematics.
3	Evaluate, assess, and understand typical students’ mathematical thinking in the domains of number and algebra and choose and justify the teaching approaches to be taken as a result of this analysis..
4	Plan for, and justify, appropriate mathematical teaching experiences in the domains of number and algebra that incorporate appropriate pedagogical principles and techniques.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

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:	AT1 Mathematical Task	Week 4	20 %	LO1, LO2
Assessment Task 2:	AT2 Analysing Student Work	Week 10	20 %	LO1, LO2, LO3, LO4
Assessment Task 3:	AT3 Planning to teach a maths lesson	Week 12	50 %	LO1, LO2, LO3, LO4
Assessment Task 4:	AT4 Quizzes	Refer to Assessment Description	10 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: AT1 Mathematical Task

Task Description:

For this assignment, you will be asked to produce a solution for a mathematical task, with justifications. In addition, you will be required to identify which content descriptions and content elaborations from the Australian Curriculum: Mathematics align with the task, as both prerequisite content and as possible outcomes for the activity. Finally, you will need to select one of these key prerequisite concepts and describe how you would teach students the concept, including modelling how you would show students to do one key procedure that they need. The mathematical task for you to solve will be available through MyLO, together with the detailed instructions for this assessment. Your assignments must include:
· A correct solution of the task
· Appropriate justification and reasoning for the solution
· Identification of appropriate curriculum content descriptions that are demanded of and developed by the task
· Appropriate pedagogical strategies for teaching students one key prerequisite mathematical concept or skill needed for the task
· Correct modelling of the key mathematical skill.

More details will be supplied on MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.3, and 3.3. It also relates to Core Content 2.5.1, 2.5.3, 2.2.4

Task Length:

800 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Ability to accurately solve a rich mathematical task (20%).	LO1, LO2
2	Clearly explain your problem solving strategies (20%)	LO1, LO2
3	Identify curriculum alignment (20%).	LO1, LO2
4	Identification of appropriate teaching experiences which facilitate contemporary pedagogy (25%)	LO1, LO2

Assessment Task 2: AT2 Analysing Student Work

Task Description:

For this assignment, you are required to analyse a work sample showing a student’s responses to a mathematical problem or problems. The work samples will be available through MyLO; you must choose one of these. You will be required to produce a correct solution to the task, interpret the student’s solution to the task in line with research evidence from the literature about typical conceptions and misconceptions, and identify teaching strategies, with appropriate materials and explanations, to address the student’s learning needs as evidenced in their response. Your analysis must include:
· An accurate worked solution of the problem/s
· Interpretation of what the student has done to solve the problem/s
· An explanation of the rationale behind the student’s thinking as evidenced in the work samples
· Reference to the literature that incorporates the “big ideas” or key understandings of the mathematics in the problem/s
· Identification of appropriate teaching strategies and approaches to help with developing student understanding.

More details will be supplied on MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.5, 3.3, 3.4, 5.1. It also relates to Core Content 2.3.2, 2.5.1, 2.5.3.

Task Length:

1200 words

Due Date:

Week 10

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	1 Clear written communication of problem solving strategies involved in a correct solution to the problem/s (20%).	LO1
2	Accurate interpretation of student thinking supported by evidence from the relevant literature (25%).	LO3
3	Identification of appropriate teaching strategies, resources and approaches supported by evidence from the relevant literature and consistent with curriculum documents (25%).	LO2
4	Demonstration of an understanding of the broader aspects of mathematics teaching and learning (30%).	LO1, LO4

Assessment Task 3: AT3 Planning to teach a maths lesson

Task Description:

This task involves planning a lesson to teach an aspect of primary school mathematics, focussed on number and/or algebra. You are to plan a 50-90 minute lesson that involves teaching a key concept for some topic from primary school mathematics, chosen from the number and/or algebra strands of the Australian Curriculum: Mathematics. You need to give
an overview of your planned lesson (Section A) and then develop and explain, in detail, particular components of the lesson. These components include a teaching activity (Section B) that is intended to convey the main idea of the lesson, a worked example of a key process associated with the topic (Section D), a sequenced collection of problems/tasks/exercises for students to work on (Section E) including tasks for diverse learners and one task that involves problem-solving, together with mathematically correct solutions (Section F); and a set of three key teacher questions to be asked of students during the lesson (Section H). In addition, you will need to conduct a pedagogical analysis of these items in accordance that explains why you are using your chosen approaches and tasks (Sections C and G). Finally, you will need to analyse how the lesson will contribute to literacy and numeracy outcomes (Section I). Full details of the requirements will be supplied on MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1. It also addresses Core Content 2.1.3, 2.2.4, 2.5.1, 2.5.2, 2.5.3, 2.5.4

Task Length:

2000 words

Due Date:

Week 12

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	The educational effectiveness of the overall sequence of the lesson (15%).	LO2, LO4
2	The quality of the teaching activity, including how well it is matched to the intended content, how engaging it is, how correct it is, how evident the mathematics content is within the activity, and how clearly described the activity is (15%).	LO1, LO2, LO4
3	The quality of the pedagogical analysis of the activity, including appropriate justification of the choices, attention to maths concepts, and explanations of areas of care and difficulty (10%).	LO4
4	The appropriateness of the worked example, and the correct identification of critical points (10%).	LO1, LO4
5	The appropriate choice and sequencing of exercises/tasks/problems to focus on mathematics and conceptual development, and the correctness and quality of the solutions (10%).	LO2, LO4
6	The quality of the pedagogical analysis of the exercises/tasks/ problems, with a clear focus on mathematics and conceptual development (10%).	LO4
7	The quality of the three questions, including their appropriateness, clear justification for reasons for asking, and discussion of expected answers (10%).	LO3, LO4
8	Identification of appropriate literacy and numeracy outcomes and implications (10%).	LO1
9	Referencing (5%)	LO3, LO4

Assessment Task 4: AT4 Quizzes

Task Description:

There will be five fortnightly quizzes on MyLO addressing the weekly course content. These will cover mathematical content, student conceptions and misconceptions, use of teaching resources and materials, terminology, and pedagogical approaches for different topics. Due dates are 13 March, 27 March, 17 April, 8 May, and 15 May.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.5, 1.2, 3.3. It also addresses Core Content 2.5.1, 2.5.3.

Task Length:

200 words

Due Date:

Refer to Assessment Description

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Understanding of mathematics, including concepts, methods, and terminology (30%).	LO1
2	Accurately identify students’ conceptions and misconceptions (30%).	LO3
3	Use appropriate teaching strategies, activities, and materials to support students’ learning (40%).	LO4

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Required Resources

Required reading materials

Van de Walle, J., Karp, K., Bay-Williams, J., & Bass, A. (2019). Primary and middle years mathematics (1st Australian edition). Melbourne, Vic: Pearson. (Revel or hard copy version)

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.