Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
Interdisciplinary STEM education enhances students’ scientific and mathematical literacy, computational thinking, problem-solving, and collaboration skills. While teachers are expected to know the content of their subject and how to teach it, this can be challenging when teaching content through an interdisciplinary approach. Therefore, schools need informed, intentional and impactful leadership of STEM initiatives, including the leadership of mathematics within STEM education. Mathematics leadership is multi-faceted and requires knowledge of, and implementation of evidence-based contemporary pedagogies. Mathematics leaders are required to address school-based goals including supporting teachers to achieve those goals through professional development.
In this unit, participants will develop the knowledge and skills required to provide effective leadership of mathematics taught within the context of STEM education, This includes the design and implementation of mathematics-active STEM activities tailored to their school contexts.
This unit focuses on research-informed approaches to teaching and learning that support the central role of mathematics in STEM education. These approaches are guided by the principles of equity, inclusion, and social justice.
The aim of this unit is to develop participants’ ability to lead mathematics teaching and learning within the context of STEM education. This includes the development of evidence-based pedagogical approaches to teaching mathematical concepts, procedures and proficiencies.
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 | Understand and analyse how to lead effective mathematics teaching and learning within the context of STEM education. This includes awareness of evidence-based teaching and learning practices that promote mathematics discipline knowledge, procedures and proficiencies. | GC1, GC2, GC7, GC9, GC11 |
| LO2 | Develop the capacity to select mathematics teaching and learning practices that are appropriate for specific school or classroom STEM contexts. | GC1, GC2, GC7, GC9 |
| LO3 | Critically evaluate the capabilities required for effective leadership of mathematics teaching and learning within STEM contexts, including how to support the professional learning needs of the school community. | GC2, GC7, GC10, GC11 |
| LO4 | Synthesis and communicate feedback about the effectiveness of school mathematics-active STEM initiatives in schools. (ALST Lead 6.1, 6.2, 6.3, 6.4, 7.4) | GC2, GC7, GC9, GC10, GC11 |
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, 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 - Highly Accomplished standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(HA)1.1 | Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. | LO1 |
| APST(HA)1.2 | Expand understanding of how students learn using research and workplace knowledge. | LO1, LO2 |
| APST(HA)2.1 | Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. | LO1, LO2 |
| APST(HA)2.2 | Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. | LO1 |
| APST(HA)2.3 | Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. | LO1 |
| APST(HA)3.2 | Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. | LO1 |
| APST(HA)3.3 | Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. | LO1 |
| APST(HA)3.4 | Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. | LO1 |
| APST(HA)6.1 | Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. | LO2, LO3, LO4 |
| APST(HA)6.2 | Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. | LO2, LO3, LO4 |
| APST(HA)6.3 | Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. | LO1, LO3, LO4 |
| APST(HA)6.4 | Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. | LO1, LO3, LO4 |
| APST(HA)7.4 | Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. | LO4 |
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, 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 - Lead standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(Lead)1.1 | Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. | LO1 |
| APST(Lead)1.2 | Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. | LO1, LO2 |
| APST(Lead)2.1 | Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. | LO1, LO2 |
| APST(Lead)2.2 | Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. | LO1 |
| APST(Lead)2.3 | Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. | LO1 |
| APST(Lead)3.2 | Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. | LO1 |
| APST(Lead)3.3 | Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking | LO1 |
| APST(Lead)3.4 | Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. | LO1 |
| APST(Lead)6.1 | Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. | LO2, LO3, LO4 |
| APST(Lead)6.2 | Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. | LO2, LO3, LO4 |
| APST(Lead)6.3 | Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. | LO1, LO3, LO4 |
| APST(Lead)6.4 | Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. | LO1, LO3, LO4 |
| APST(Lead)7.4 | Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. | LO2, LO4 |
Content
Topics will include:
MODULE 1— Leading a shared vision for a school-wide approach to the teaching and learning of M in STEM
- Enacting STEM education in schools – from a focus on individual disciplines to integration.
- Whole school approaches to mathematics teaching and learning, including the centrality of access and inclusion.
- Role of relational trust and its importance in leading mathematics teaching and learning within the context of STEM.
MODULE 2 — Leading a shared understanding of the M in STEM
- Principles of teaching/learning mathematics in STEM contexts including the use of design technologies.
- Pedagogical practices that promote mathematical problem-solving and critical thinking in STEM contexts.
- Evidence-based practices for promoting mathematics learning in STEM contexts.
MODULE 3 – Essential capabilities for mathematics leadership within the context of STEM
- Introduction to the STEM capability model.
- Development of a STEM-positive school culture.
- Principles and practices of mathematics leadership in schools, including approaches to addressing equity, inclusion and social justice.
- Challenges and opportunities for mathematics teaching and learning within STEM contexts.
MODULE 4 — Leading planning and teaching for the M in STEM
- Analysis of school data sources to determine whole school directions.
- Planning and evaluating sequences of learning activities when teaching Mathematics in an integrated STEM classroom.
- Understanding and using principles and practices of school-based professional development including the role of feedback and coaching.
- Identification and evaluation of a range of resources
Learning and teaching strategy and rationale
This unit will develop school leaders’ knowledge and practices in leading mathematics education through an interdisciplinary approach. Mathematics school leaders will have the opportunity to develop their understanding of the central role of mathematics in STEM education. The unit will require critical reading of current research with weekly activities and online engagement.
The unit will adopt a range of online asynchronous approaches to teaching and learning. Participants will engage with lectures and activities where reflective practices will be encouraged. During these sessions, students will obtain knowledge and understanding of innovative approaches to leading the teaching and learning of mathematics within STEM contexts.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
Two assessment tasks will be used. A series of quizzes to assess the content in the first two modules and the development of a Professional Learning plan to assess modules 3 and 4. These tasks will ascertain the extent to which graduates achieve stated outcomes. In order to pass this unit, students are required to pass each assessment task.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Quizzes Complete a suite of quizzes that demonstrate understanding of the unit content including:
| 50% | LO1, LO2, LO3 | GC1, GC2, GC7, GC9, GC10, GC11 | APST(HA)1.1, APST(HA)1.2, APST(HA)2.1, APST(HA)2.2, APST(HA)2.3, APST(HA)3.2, APST(HA)3.4, APST(HA)6.1, APST(HA)6.2, APST(HA)6.3, APST(HA)6.4, APST(HA)7.4, APST(Lead)1.1, APST(Lead)1.2, APST(Lead)2.1, APST(Lead)2.2, APST(Lead)2.3, APST(Lead)3.2, APST(Lead)3.3, APST(Lead)3.4, APST(Lead)6.1, APST(Lead)6.2, APST(Lead)6.3, APST(Lead)6.4, APST(Lead)7.4 |
Assessment Task 2: Professional Learning Plan Design an evidence-based professional learning (PL) plan that articulates and justifies the leadership reasoning required to effectively plan, facilitate, and evaluate teacher professional learning about mathematics teaching and learning in STEM contexts for one school term (10 weeks). The PL plan must clearly describe how to develop a STEM-positive school culture through leadership focused on quality teaching and learning of mathematics. The plan should be underpinned by the dimensions and elements of the STEM capability model explored in this unit. The plan should include:
| 50% | LO1, LO3, LO4 | GC1, GC2, GC7, GC9, GC10, GC11 | APST(HA)1.1, APST(HA)1.2, APST(HA)2.1, APST(HA)2.2, APST(HA)2.3, APST(HA)3.2, APST(HA)3.3, APST(HA)3.4, APST(HA)6.1, APST(HA)6.2, APST(HA)6.3, APST(HA)6.4, APST(HA)7.4, APST(Lead)1.1, APST(Lead)1.2, APST(Lead)2.1, APST(Lead)2.2, APST(Lead)2.3, APST(Lead)3.2, APST(Lead)3.3, APST(Lead)3.4, APST(Lead)6.1, APST(Lead)6.2, APST(Lead)6.3, APST(Lead)6.4, APST(Lead)7.4 |
Representative texts and references
Bennison, A., & Geiger, V. (2020). Numeracy across the curriculum as a model of integrating mathematics and science. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education (pp. 117-136). Springer. https://doi.org/10.1007/978-3-030-52229-2_7
English, L.D., Adams, R. A., & King, D. (2020). Design learning in STEM education. In C. Johnson, M. Mohr-Schroeder, T. Moore & L. English (Eds.), Handbook of research on STEM education (pp.76-83). Routledge.
Falloon, G., Stevenson, M., Beswick, K., Fraser, S., & Geiger, V. (2021). Building STEM in schools: An Australian cross-case analysis. Educational Technology & Society, 24(4), 110–122.
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021, January 22). STEM Education in the Primary School: A Teacher’s Toolkit. Cambridge University Press.
Geiger, V., Beswick, K., Fraser, S., & Holland‐Twining, B. (2023). A model for principals’ STEM leadership capability. British Educational Research Journal. https://doi.org/10.1002/berj.3873
Grootenboer, P. (2018). The practices of school middle leadership: Leading professional learning. Springer.
Hobbs, L., Cripps Clark, J., & Plant, B. (2018). Successful students – STEM program: Teacher learning through a multifaceted vision for STEM education. In R. Jorgensen & K. Larkin (Eds.), STEM education in the junior secondary (pp. 133–168). Springer.
Jorgensen, R., Larkin, K. (2018). STEM education in the junior secondary: The state of play. Springer.
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM - Mathematics Education, 51(7), 869-884. https://doi.org/10.1007/s11858-019-01100-5
Sexton, M., & Lamb, J. (2023). Evidencing relational trust within mathematics leadership activity. In B. Reid-O'Connor, E. Prieto-Rodriguez, K. Homes, & A. Hughes (Eds.). Weaving mathematics education from all perspectives (Proceedings of the 45th annual conference of the Mathematics Education Research Group of Australasia, pp. 459-466). MERGA.