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  2. Transition Mathematics: Geometric Thinking for Years 6 to 8 [MPE4262]

Faculty of Education and Arts

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

    Transition Mathematics: Geometric Thinking for Years 6 to 8

  • Unit Code

    MPE4262

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

Description

This unit is designed to equip student teachers with the necessary skills to become mathematics specialists in their schools, particularly in upper primary. As well as building an understanding of the primary to secondary education transition, students will build competence in the fundamental geometric concepts that need to be established by primary children before they may successfully embark on more abstract geometric concepts in their early secondary years.

Prerequisite Rule

(Students must pass 2 units from MAE2240, MAE3260 OR Students must pass 2 units from ECM2260, ECM3260 OR Students must pass 2 units from MAE2110, MAE3110)

Learning Outcomes

On completion of this unit students should be able to:

  1. Appreciate the importance of geometric concepts to overall mathematical success in secondary school.
  2. Demonstrate a clear understanding of the links between late primary geometric and measurement work and the expectations in lower secondary school mathematics.
  3. Demonstrate a personal understanding of simple circle geometry, Pythagorean ideas, very basic trigonometry, and similarity and congruence principles.
  4. Demonstrate an understanding of the National Teacher Standards.
  5. Describe the importance of Pythagorean and simple trigonometric concepts to the secondary students understanding of everyday mathematics applications.
  6. Describe the importance of scale factor and similarity to the secondary students' understanding of everyday mathematics applications.
  7. Explain the scope and sequence and expectations of the Australian Curriculum for mathematics in regard to relevant geometry and measurement concepts in Years 6, 7, 8 and 9.

Unit Content

  1. Archimedes and the number "pi" (and circle circumference).
  2. Areas of triangles, composite 2D geometric shapes, and circles.
  3. Examination of some mathematics web site resources for teaching geometry and measurement concepts.
  4. Practical contexts for simple Pythagoras and trigonometry.
  5. Practical contexts for using scale factor.
  6. Scale factor and two- and three-dimensional geometric shapes.
  7. Similarity, congruence, and two-dimensional shapes.
  8. Simple circle geometry involving angles, radii, and chords.
  9. The Theorem of Pythagoras for simply numbered triangle sides.
  10. The preparation of two enrichment tasks in geometry and measurement for Year 6/7.
  11. Trigonometric ratios (sine, cosine and tangent) in simple right-angled triangles.

Additional Learning Experience Information

Blackboard documents and materials, Collaborative group work and discussion, Professional reading, Independent study, Use of multi-media technology.

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
ProjectYear 6/7 extension geometry task50%
AssignmentYear 6/7 extension measurement task50%

Text References

  • Brookes, M., & Charlesworth, M. (Ed.) (2000). Working mathematically with space: Levels 5 to 7. Perth: The Mathematical Association of Western Australia.
  • Taylor, M., Pountney, D., & Malabar, I. (2007). Animation as an aid for the teaching of mathematical concepts, Journal of Further and Higher Education, 31 (3) 249 - 261
  • Barton, B. (2009). Being mathematical, holding mathematics: Further steps in mathematical knowledge for teaching. In R. Hunter, B. Bicknell, & T. Burgess. (Eds.). Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. (Vol. 1). Palmerston North, NZ: MERGA.
  • Ostberg, M., & Charlesworth, M. (Ed.) (2000). Working mathematically with measurement: Levels 5 to 7. Perth: The Mathematical Association of Western Australia.

Journal References

  • The Australian Mathematics Teacher

Website References

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.

MPE4262|1|1

Faculty of Education and Arts

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

    Transition Mathematics: Geometric Thinking for Years 6 to 8

  • Unit Code

    MPE4262

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

Description

This unit is designed to equip student teachers with the necessary skills to become mathematics specialists in their schools, particularly in upper primary. As well as building an understanding of the primary to secondary education transition, students will build competence in the fundamental geometric concepts that need to be established by primary children before they may successfully embark on more abstract geometric concepts in their early secondary years.

Prerequisite Rule

(Students must pass 2 units from MAE2240, MAE3260 OR Students must pass 2 units from ECM2260, ECM3260 OR Students must pass 2 units from MAE2110, MAE3110)

Learning Outcomes

On completion of this unit students should be able to:

  1. Appreciate the importance of geometric concepts to overall mathematical success in secondary school.
  2. Demonstrate a clear understanding of the links between late primary geometric and measurement work and the expectations in lower secondary school mathematics.
  3. Demonstrate a personal understanding of simple circle geometry, Pythagorean ideas, very basic trigonometry, and similarity and congruence principles.
  4. Demonstrate an understanding of the National Teacher Standards.
  5. Describe the importance of Pythagorean and simple trigonometric concepts to the secondary students understanding of everyday mathematics applications.
  6. Describe the importance of scale factor and similarity to the secondary students' understanding of everyday mathematics applications.
  7. Explain the scope and sequence and expectations of the Australian Curriculum for mathematics in regard to relevant geometry and measurement concepts in Years 6, 7, 8 and 9.

Unit Content

  1. Archimedes and the number "pi" (and circle circumference).
  2. Areas of triangles, composite 2D geometric shapes, and circles.
  3. Examination of some mathematics web site resources for teaching geometry and measurement concepts.
  4. Practical contexts for simple Pythagoras and trigonometry.
  5. Practical contexts for using scale factor.
  6. Scale factor and two- and three-dimensional geometric shapes.
  7. Similarity, congruence, and two-dimensional shapes.
  8. Simple circle geometry involving angles, radii, and chords.
  9. The Theorem of Pythagoras for simply numbered triangle sides.
  10. The preparation of two enrichment tasks in geometry and measurement for Year 6/7.
  11. Trigonometric ratios (sine, cosine and tangent) in simple right-angled triangles.

Additional Learning Experience Information

Blackboard documents and materials, Collaborative group work and discussion, Professional reading, Independent study, Use of multi-media technology.

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
ProjectYear 6/7 extension geometry task50%
AssignmentYear 6/7 extension measurement task50%

Text References

  • Brookes, M., & Charlesworth, M. (Ed.) (2000). Working mathematically with space: Levels 5 to 7. Perth: The Mathematical Association of Western Australia.
  • Taylor, M., Pountney, D., & Malabar, I. (2007). Animation as an aid for the teaching of mathematical concepts, Journal of Further and Higher Education, 31 (3) 249 - 261
  • Barton, B. (2009). Being mathematical, holding mathematics: Further steps in mathematical knowledge for teaching. In R. Hunter, B. Bicknell, & T. Burgess. (Eds.). Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. (Vol. 1). Palmerston North, NZ: MERGA.
  • Ostberg, M., & Charlesworth, M. (Ed.) (2000). Working mathematically with measurement: Levels 5 to 7. Perth: The Mathematical Association of Western Australia.

Journal References

  • The Australian Mathematics Teacher

Website References

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.

MPE4262|1|2