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  2. Mathematics Extension and Challenge [MAE4280]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Mathematics Extension and Challenge

  • Unit Code

    MAE4280

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores a range of authentic contexts for developing mathematical problem solving skills at the primary school, class, small group and individual level. Research informed strategies for the planning, teaching and assessment of mathematical problem solving skills will be discussed. Resources and support will also be provided for students to develop their personal knowledge of mathematical problem solving skills.

Prerequisite Rule

MAE3260

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate a sound understanding of learning theory in a mathematical context.
  2. Identify a range of authentic contexts for developing student problem solving skills.
  3. Describe strategies and activities for developing student problem solving skills at the school, class, small group and individual level.
  4. Identify common difficulties encountered by students in developing their problem solving skills.
  5. Apply research informed approaches to the teaching and assessment of problem solving skills.
  6. Plan a program to develop primary students' problem solving skills.

Unit Content

  1. Techniques for engaging students with problem solving.
  2. Authentic contexts for the teaching and learning of effective problem solving skills.
  3. Strategies for building student confidence and fluency in mathematics.
  4. Techniques for teaching specific problem solving strategies.
  5. Strategies to foster student resilience in problem solving.
  6. Strategies and techniques for the assessment of student problem solving skills.

Additional Learning Experience Information

Lectures, Workshop activities, Discussion, Collaborative problem solving

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlanning Assignment50%
ProjectProblem Solving Project50%
ONLINE
TypeDescriptionValue
AssignmentPlanning Assignment50%
ProjectProblem Solving Project50%

Text References

  • ^ Posamentier, A. & Krulik, S. (2009). Problem solving in mathematics grades 3-6: Powerful strategies to deepen understanding. Thousand Oaks, CA: Corwin Press.
  • Henry, B. (2012). Problems to solve in primary mathematics. Canberra, Australia: AMT Publishing.
     
  • Kennedy, D. (2012). Mathematical problem solving. Canberra, Australia: AMT Publishing.
  • Henry, B., Mottershead, L., Edwards, A., Mcintosh, J., Nakos, A., Sims, K., Thomas, A., & Vardaro, G. (2012). Problems to solve in middle school mathematics. Canberra, Australia: AMT Publishing.
  • Atkins, W., & Clapper, M. (2014). Australian mathematics ompetition: Primary 2009-2013 (Book 2). Canberra, Australia: AMT Publishing.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MAE4280|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Mathematics Extension and Challenge

  • Unit Code

    MAE4280

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores a range of authentic contexts for developing mathematical problem solving skills at the primary school, class, small group and individual level. Research informed strategies for the planning, teaching and assessment of mathematical problem solving skills will be discussed. Resources and support will also be provided for students to develop their personal knowledge of mathematical problem solving skills.

Prerequisite Rule

MAE3260

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate a sound understanding of learning theory in a mathematical context.
  2. Identify a range of authentic contexts for developing student problem solving skills.
  3. Describe strategies and activities for developing student problem solving skills at the school, class, small group and individual level.
  4. Identify common difficulties encountered by students in developing their problem solving skills.
  5. Apply research informed approaches to the teaching and assessment of problem solving skills.
  6. Plan a program to develop primary students' problem solving skills.

Unit Content

  1. Techniques for engaging students with problem solving.
  2. Authentic contexts for the teaching and learning of effective problem solving skills.
  3. Strategies for building student confidence and fluency in mathematics.
  4. Techniques for teaching specific problem solving strategies.
  5. Strategies to foster student resilience in problem solving.
  6. Strategies and techniques for the assessment of student problem solving skills.

Additional Learning Experience Information

Lectures, Workshop activities, Discussion, Collaborative problem solving

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlanning Assignment50%
ProjectProblem Solving Project50%
ONLINE
TypeDescriptionValue
AssignmentPlanning Assignment50%
ProjectProblem Solving Project50%

Text References

  • ^ Posamentier, A. & Krulik, S. (2009). Problem solving in mathematics grades 3-6: Powerful strategies to deepen understanding. Thousand Oaks, CA: Corwin Press.
  • Henry, B. (2012). Problems to solve in primary mathematics. Canberra, Australia: AMT Publishing.
     
  • Kennedy, D. (2012). Mathematical problem solving. Canberra, Australia: AMT Publishing.
  • Henry, B., Mottershead, L., Edwards, A., Mcintosh, J., Nakos, A., Sims, K., Thomas, A., & Vardaro, G. (2012). Problems to solve in middle school mathematics. Canberra, Australia: AMT Publishing.
  • Atkins, W., & Clapper, M. (2014). Australian mathematics ompetition: Primary 2009-2013 (Book 2). Canberra, Australia: AMT Publishing.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MAE4280|1|2