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
How Children Learn Mathematics: Processes, Development, DifficultiesUnit Code
MAE5103Year
2016Enrolment Period
1Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit will consider the learning, teaching and assessment strategies of K-7 mathematics with particular emphasis on identifying and catering for the needs of students with learning difficulties. The unit is based on the latest theoretical and empirical research in educational psychology and teaching practice. It has a strong practical component, where students will be given the opportunity to apply recommended assessment and teaching strategies in mathematics, whilst exploring theoretical foundations from which students will be encouraged to develop and evaluate their own ideas in the field.
Equivalent Rule
Unit was previously coded MAE4113
Learning Outcomes
On completion of this unit students should be able to:
- Confidently discuss their views of what numeracy is and why some students have difficulty.
- Critically analyse and evaluate relevant research articles in the field.
- Demonstrate a sound understanding of learning theory in a mathematical context, based on information processing/cognitive and constructivist perspectives.
- Describe strategies, activities and programs recommended in the literature for students with mathematical difficulties at a school, class, small group and individual level.
- Identify common learning difficulties experienced by children in developing mathematical concepts and skills.
- List a range of approaches to help teachers understand mathematical learning difficulties experienced by individual children.
- Plan, implement and evaluate a program to improve a child's numeracy skill.
Unit Content
- Common mathematical difficulties including: Mastering the basic number facts in all four operations, Making connections between concrete materials and written symbols, Solving computational problems presented in different formats, Using the language of mathematics, Understanding visual-spatial representations, Adopting a 'working mathematically' approach to solving problems, Math anxiety, and Motivational barriers. Assessment of students with mathematical learning difficulties. Effective teaching strategies for students with learning difficulties in mathematics.
- Sociocultural aspects of learning mathematics including notions of engagement and enablement.
- The role of working memory and executive function in learning mathematics.
Additional Learning Experience Information
Lectures, workshops, tutorials, critiques, practical project, and independent study.
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| Type | Description | Value |
|---|
| Assignment | Research and Assessment Report | 50% |
| Case Study | Case Study | 50% |
Text References
- ^ Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Victoria: ACER.
- Wright, R.J., Martland, J., & Stafford, A. (2006). Early numeracy: Assessment for teaching & intervention. London: Paul Chapman Publishing.
- Wright, R.J., Martland, J., Stafford, A., & Stranger, G. (2006). Teaching number: Advancing children's skills & strategies. London: Paul Chapman Publishing.
- Willis, S. (Ed.). (1990). Being numerate: What counts? Melbourne: ACER.
- Westwood, P. (2003). Commonsense methods for children with special education needs. (4th ed.). Oxon: Routledge Falmer.
- Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M., Nichols, S., Rohl, M., Rivalland, J., & van Kraayenoord, C. (2000). Mapping the territory: Primary students with learning difficulties - literacy and numeracy. Canberra: DETYA.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Numbers: Understand operations, calculate, reason about number patterns. Melbourne: DETWA & Rigby Harcourt.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Numbers: Understand whole and decimal numbers; understand fractional numbers. Melbourne: DETWA & Rigby Harcourt.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Overview. Melbourne: DETWA & Rigby Harcourt.
- Carnellor, Y. (2004). Encouraging mathematical success for children with learning difficulties. Victoria: Social Science Press.
- Askew, M. (2000). It ain't (just) what you do: Effective teachers of numeracy. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools. Buckingham: Open University Press.
Journal References
- Memory & Cognition
- Journal for Research in Mathematics Education
- Journal of Experimental Child Psychology
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Mathematics Teacher Education & Development
- Learning Disability Quarterly
- Mathematical Cognition
- Mathematics Education Research Journal
- Journal of Learning Disabilities
^ 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.
MAE5103|2|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
How Children Learn Mathematics: Processes, Development, DifficultiesUnit Code
MAE5103Year
2016Enrolment Period
2Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit will consider the learning, teaching and assessment strategies of K-7 mathematics with particular emphasis on identifying and catering for the needs of students with learning difficulties. The unit is based on the latest theoretical and empirical research in educational psychology and teaching practice. It has a strong practical component, where students will be given the opportunity to apply recommended assessment and teaching strategies in mathematics, whilst exploring theoretical foundations from which students will be encouraged to develop and evaluate their own ideas in the field.
Equivalent Rule
Unit was previously coded MAE4113
Learning Outcomes
On completion of this unit students should be able to:
- Confidently discuss their views of what numeracy is and why some students have difficulty.
- Critically analyse and evaluate relevant research articles in the field.
- Demonstrate a sound understanding of learning theory in a mathematical context, based on information processing/cognitive and constructivist perspectives.
- Describe strategies, activities and programs recommended in the literature for students with mathematical difficulties at a school, class, small group and individual level.
- Identify common learning difficulties experienced by children in developing mathematical concepts and skills.
- List a range of approaches to help teachers understand mathematical learning difficulties experienced by individual children.
- Plan, implement and evaluate a program to improve a child's numeracy skill.
Unit Content
- Common mathematical difficulties including: Mastering the basic number facts in all four operations, Making connections between concrete materials and written symbols, Solving computational problems presented in different formats, Using the language of mathematics, Understanding visual-spatial representations, Adopting a 'working mathematically' approach to solving problems, Math anxiety, and Motivational barriers. Assessment of students with mathematical learning difficulties. Effective teaching strategies for students with learning difficulties in mathematics.
- Sociocultural aspects of learning mathematics including notions of engagement and enablement.
- The role of working memory and executive function in learning mathematics.
Additional Learning Experience Information
Lectures, workshops, tutorials, critiques, practical project, and independent study.
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| Type | Description | Value |
|---|
| Assignment | Research and Assessment Report | 50% |
| Case Study | Case Study | 50% |
Text References
- ^ Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Victoria: ACER.
- Wright, R.J., Martland, J., & Stafford, A. (2006). Early numeracy: Assessment for teaching & intervention. London: Paul Chapman Publishing.
- Wright, R.J., Martland, J., Stafford, A., & Stranger, G. (2006). Teaching number: Advancing children's skills & strategies. London: Paul Chapman Publishing.
- Willis, S. (Ed.). (1990). Being numerate: What counts? Melbourne: ACER.
- Westwood, P. (2003). Commonsense methods for children with special education needs. (4th ed.). Oxon: Routledge Falmer.
- Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M., Nichols, S., Rohl, M., Rivalland, J., & van Kraayenoord, C. (2000). Mapping the territory: Primary students with learning difficulties - literacy and numeracy. Canberra: DETYA.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Numbers: Understand operations, calculate, reason about number patterns. Melbourne: DETWA & Rigby Harcourt.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Numbers: Understand whole and decimal numbers; understand fractional numbers. Melbourne: DETWA & Rigby Harcourt.
- Department of Education and Training of Western Australia. (2004). First steps in mathematics: Overview. Melbourne: DETWA & Rigby Harcourt.
- Carnellor, Y. (2004). Encouraging mathematical success for children with learning difficulties. Victoria: Social Science Press.
- Askew, M. (2000). It ain't (just) what you do: Effective teachers of numeracy. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools. Buckingham: Open University Press.
Journal References
- Memory & Cognition
- Journal for Research in Mathematics Education
- Journal of Experimental Child Psychology
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Mathematics Teacher Education & Development
- Learning Disability Quarterly
- Mathematical Cognition
- Mathematics Education Research Journal
- Journal of Learning Disabilities
^ 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.
MAE5103|2|2
