Unit Outline

This unit introduces pre-service teachers to contemporary research and evidence-based pedagogical practices appropriate for teaching Early Childhood (EC) and Primary mathematics. The unit will model and provide opportunities for students to engage with high quality mathematics instruction, including worked examples, high quality instructional materials and adaptive scaffolding towards independent problem solving and challenging tasks across all six mathematics strands of the Australian Curriculum (AC) and the Early Years Learning Framework (EYLF). Students will develop their understanding of relevant curricula, the development of students’ thinking in each of the strands, and the relationship of between knowledge, skills and understanding to pedagogy. It will provide pre-service teachers with the opportunity to develop their skills in planning for effective mathematics teaching and 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 conceptual understanding of the six strands in the Australian Curriculum and relate to evidence-based learning theories and pedagogies for teaching primary and early childhood mathematics.
2	Consider the role of proficiencies, including positive disposition, in supporting mathematics and mathematics learners and the implications for practice.
3	Plan, develop, implement, analyse and reflect upon scaffolded mathematical teaching experiences that incorporate appropriate pedagogical principles and progress to independent problem solving.
4	Describe the features of effective mathematical tasks and justify why tasks, instructional materials and teaching practices 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 Audit	Week 4	20 %	LO1, LO3
Assessment Task 2:	Teaching Mathematical Ideas Through Picture Books	Week 8	40 %	LO1, LO3, LO4
Assessment Task 3:	Review and Commentary on Discussion/Tutorial Activities	Week 13	40 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Mathematics Knowledge 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 indicated mathematical weekly content with a focus on number. The questions will provide you the opportunity to demonstrate your knowledge of the key pedagogical practices and your own conceptual knowledge of the weekly content. 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 word equivalent

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evidence of your conceptual understanding and knowledge of the mathematics content in the number strand (50%).	LO1
2	Evidence of your understanding about mathematics teaching and learning (50%).	LO3

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 knowledge and understanding for an area of number in the Australian Curriculum. The focus area(s) of number will be indicated to you.

The assignment consists of five components:
1. A three-minute video recording of yourself reading aloud your chosen book. The book reading should 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 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.
3. An explanation of how your reading of the book, including justification for the choice of questions posed during the book reading.
4. An outline of a teaching sequence that you would carry out with the children following the book reading. This outline must include:
a. The appropriate year level for which the learning experience is intended.
b. Relevant links to the AC Content Descriptor(s) (and EYLF where appropriate) and the proficiencies.
c. A statement of the specific learning objective for your teaching
d. A teaching sequence that should indicate how you will introduce a key idea to students, and the subsequent modelling through worked examples, instructional materials and questioning that will scaffold students towards an independent task.
e. An explanation of your teaching sequence that justifies how your planned activities and teaching sequence will provide scaffolded practice leading to independent practice for the students in relation to the focus area of number and the specific learning objective
5. 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.

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

Task Length:

Written Piece: 1200 words Book Reading: 400 word equivalent Total: 1600 words

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Synthesis of relevant literature on use of picture books to support one or more of the proficiencies and a justification for the selection of the picture book (20%).	LO1
2	Identify the key mathematical idea and justify how your questions and prompts in reading your book will initiate student’s awareness of the key mathematical idea (20%).	LO1
3	Evidence that your teaching sequence, including your questions, modelled examples, and instructional materials, will scaffold mastery in the key mathematical idea with the potential to progress to independent tasks (40%).	LO3
4	Use of scholarly literature and accurate mathematical terminology to justify the effectiveness of your teaching sequence (20%).	LO4

Assessment Task 3: Review and Commentary on Discussion/Tutorial Activities

Task Description:

To demonstrate that you have met EPR220 ILOs you are required to select five activities from topics 6 to 12 (only one per topic) that you have participated in, either online in the discussion forums or in tutorials (Zoom or face to face) and review your conceptual understanding of the topic. You should then provide a commentary on how the combination of underpinning mathematics concepts (numerical, spatial, graphical, statistical and algebraic) develop students’ proficiencies (understanding, fluency, problem solving and reasoning) in numeracy.

You will be given further guidance in how to set out AT3 based on two main sections:
Section 1: five reviews (one for each of the five topics) to total 1000 words;
Section 2: commentary on development of students’ proficiency in numeracy to total 600 words.

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

Task Length:

~1600 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evidence of your conceptual understanding across the AC mathematics strands in the five chosen topics using accurate terminology to summarise the key mathematical ideas in relation to the activity in each topic (30%).	LO1
2	Analysis of the pedagogical principles related to each of the five chosen activities and review their effectiveness in teaching the key mathematical ideas in each topic (30%).	LO4
3	Reflection on how effective instruction in numeracy across the five chosen topics relates to the four proficiencies (20%).	LO2
4	Synthesis of literature to comment on how effective mathematics pedagogy can underpin mathematical and general thinking skills based on the five chosen topics (20%).	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.

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.