Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDMA517 Mathematics Curriculum, Pedagogy and Assessment 1
Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the junior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the junior secondary Mathematics curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of teaching Mathematics. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Mathematics education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Focussing on the detailed planning of a short series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Mathematics at a junior secondary level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Plan and devise a structured learning program in junior secondary Mathematics, showing a mastery of the concepts, substance and structure of the junior secondary Mathematics curriculum and assessment principles | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
| LO2 | Critically analyse and develop a range of approaches to planning and delivering engaging and purposeful teaching/learning sequences for junior secondary Mathematics and including the selection of appropriate resources, informed by an understanding of how students learn in Mathematics | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12 |
| LO3 | Describe, design and evaluate a variety of pedagogical approaches in junior secondary Mathematics which allow the specific learning strengths and needs of students to be met | GC1, GC2, GC3, GC7, GC8, GC10, GC11, GC12 |
| LO4 | Identify and explain the use of linguistic resources to provide directions, explanations and support student learning | GC1, GC2, GC3, GC7, GC11, GC12 |
| LO5 | Synthesise and critically reflect upon the professional responsibilities of the Mathematics teacher, including the provision of a safe and supportive learning environment |
Australian Professional Standards for Teachers - Graduate Level
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.1 | Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | LO2, LO3 |
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO2, LO3 |
| APST(GA)1.3 | Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | LO2 |
| APST(GA)1.4 | Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds | LO2, LO3 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO2, LO3, LO4 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO3 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO1, LO4 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO3 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO2, LO3 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO2 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO3 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO3 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO2, LO3 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO2, LO3 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO2 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO3 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO3 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO3 |
| APST(GA)4.5 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | LO3 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO2, LO4 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO4 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO1 |
| APST(GA)6.2 | Understand the relevant and appropriate sources of professional learning for teachers. | LO1 |
| APST(GA)6.4 | Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | LO1 |
| APST(GA)7.4 | Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | LO1 |
Content
Topics will include:
- The pre-service teachers’ prior experience of, and engagement with, Mathematics education
- The Australian junior secondary Mathematics curriculum, including general capabilities and cross-curriculum priorities, focussing on appropriate state/jurisdictional expectations, syllabi and guidelines
- Theoretical frameworks associated with Mathematics teaching and learning
- Pedagogical approaches emblematic of Mathematics teaching and learning
- Planning and curriculum alignment
- Planning for effective teaching and learning in junior secondary Mathematics education
- Differentiated teaching in Mathematics
- Needs of learners from diverse cognitive, physical, social, cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in Mathematics teaching
- Digital technologies for teaching/learning in Mathematics education
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Mathematics education
- Teacher-presented explanations
- Assessment in junior secondary Mathematics education
- Learning beyond the classroom
- Student welfare and safety in Mathematics education classrooms and typical Mathematics teaching/learning environments
- Professional responsibilities and relationships
- Professional associations and continued professional learning
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s understanding of teaching strategies to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Their teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:
- Weekly lectures (synchronous and asynchronous)
- Discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Lesson Planning Develop three sequential lesson plans that are research-informed, and demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of the unit discipline area for a selected Year level between years 7-10. Justify choices made with supporting evidence. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4 |
Assessment Task 2 For Assessment Task 2, choose one of the following tasks. It is recommended that you cover Option in your principal teaching area, and Option 2 in your second teaching area. Option 1 Microteaching portfolio A video compilation with a mock group of students illustrating approaches to presenting clear explanations, precise instructions, and purposeful questions. A variety of contexts and resources should be considered. Reflect on the process and outcomes. Option 2 Skills audit and professional learning plan Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes. | 50% | LO1, LO2 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)5.1, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4 |
Representative texts and references
Required texts
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
Recommended readings
Bartell, T. (2018). Toward equity and social justice in mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-319-92907-1
Hollebrands, K., Anderson, R., & Oliver, K. (2021). Online learning in mathematics education. Springer International Publishing.
Joseph, G. G. (2011). The crest of the peacock: Non-European roots of mathematics (3rd ed.). Princeton University Press. (Earlier editions are also suitable.)
Liljedahl, P., & Santos-Trigo, M.(Eds.). (2019). Mathematical problem-solving current themes, trends, and research. Springer International Publishing. Llinares, S., & Chapman, O. (Eds.). (2019). International handbook of mathematics teacher education: Volume 2: Tools and processes in mathematics teacher education (2nd. ed.). Brill Sense.
Rott, B., Törner, G., Peters-Dasdemir, J., Möller, A., & Safrudiannur. (Eds.). (2018). Views and beliefs in mathematics education: The role of beliefs in the classroom. Springer International Publishing. https://doi.org/10.1007/978-3-030-01273-1
Siemon, D., Barkatsas, A., & Seah, R. (Eds.). (2019). Researching and using progressions (trajectories) in mathematics education. Brill Sense.
Stillman, G., & Brown, J. P. (Eds.). (2019). Lines of inquiry in mathematical modelling research in education. Springer. https://doi.org/10.1007/978-3-030-14931-4
Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., & Pippin, J. (2020). The first five years of teaching mathematics concepts, methods and strategies for comparative international research. Springer International Publishing. https://doi.org/10.1007/978-3-030-44047-3
Van de Walle, J.A., Bay-Williams, J.M., Wray, J.A., & Karp, K.S. (2019).Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson Education.