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  2. Transition Mathematics: Early Algebraic Thinking for Years 6 to 8 [MPE4263]

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: Early Algebraic Thinking for Years 6 to 8

  • Unit Code

    MPE4263

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

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 concepts that need to be established by primary children before they may successfully embark on learning pronumeric algebra, and ways to develop algebraic understanding, 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 algebraic understanding to overall mathematical success in secondary school.
  2. Demonstrate an understanding of the National Teacher Standards.
  3. Demonstrate some teaching strategies that will help students when first learning about algebra.
  4. Describe some likely misconceptions and problems that students face when first being introduced to algebraic ideas.
  5. Describe some teaching strategies that will actively engage students when first learning about algebra.
  6. Explain the scope and sequence and expectations of the Australian Curriculum for mathematics in regard to pre-algebraic and algebraic concepts in Years 6, 7 and 8.
  7. Understand how algebraic thinking uses more formal and abstract concepts than seen in early primary mathematics.

Unit Content

  1. Building algebraic understanding using multiple strategies (guided contexts, physical or analogical modelling, "finding the rule" models, and "function machines").
  2. Common misconceptions about the idea of a letter pronumeral.
  3. Common misconceptions about the idea of an equation.
  4. Connecting the idea of a simple linear equation with a graph.
  5. How algebraic ideas are articulated and supported in the Australian Curriculum.
  6. Non-symbolic (non-pronumeric) ideas for building a pre-algebraic understanding of variables and equations.
  7. Using "story graphs" to establish the concept of variation and graphing.
  8. Writing a simple student task involving beginning algebra.

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
ProjectBeginning algebra task50%
ReportCommon misconceptions in early algebraic thinking50%

Text References

  • Kaput, J. J. (2008). Algebra from a symbolization point of view. In J. J. Kaput, D. Carraher, & M. Blanton. (Eds.). Algebra in the early grades. (pp. 19-55). New York: Lawrence Erlbaum Associates.
  • Perso, T., F. (2003). Everything you want to know about algebra outcomes for your class, K-9. Mirrabooka, W.A.: MAWA.
  • Clarke, B., Lovitt, C., & Williams, D. (1996). A replacement unit in pattern and algebra for year 5 to 8. Melbourne: Curriculum Corporation.
  • Foster, D. (2007). Making meaning in algebra. Examining students' understandings and misconceptions. (Vol. 53, 2007, pp 163 -176). Assessing Mathematical Proficiency. MSRI Publications.
  • Lannin, J., Barker, D., & Townsend, B. (2006). Algebraic generalisation strategies: Factors influencing student strategy selection. Mathematics Education Research Journal, 18(3), 3-28
  • MacGregor, M., & Stacey, K. (1993). What is x? The Australian mathematics teacher 49. (4), 28-30

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.

MPE4263|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: Early Algebraic Thinking for Years 6 to 8

  • Unit Code

    MPE4263

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

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 concepts that need to be established by primary children before they may successfully embark on learning pronumeric algebra, and ways to develop algebraic understanding, 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 algebraic understanding to overall mathematical success in secondary school.
  2. Demonstrate an understanding of the National Teacher Standards.
  3. Demonstrate some teaching strategies that will help students when first learning about algebra.
  4. Describe some likely misconceptions and problems that students face when first being introduced to algebraic ideas.
  5. Describe some teaching strategies that will actively engage students when first learning about algebra.
  6. Explain the scope and sequence and expectations of the Australian Curriculum for mathematics in regard to pre-algebraic and algebraic concepts in Years 6, 7 and 8.
  7. Understand how algebraic thinking uses more formal and abstract concepts than seen in early primary mathematics.

Unit Content

  1. Building algebraic understanding using multiple strategies (guided contexts, physical or analogical modelling, "finding the rule" models, and "function machines").
  2. Common misconceptions about the idea of a letter pronumeral.
  3. Common misconceptions about the idea of an equation.
  4. Connecting the idea of a simple linear equation with a graph.
  5. How algebraic ideas are articulated and supported in the Australian Curriculum.
  6. Non-symbolic (non-pronumeric) ideas for building a pre-algebraic understanding of variables and equations.
  7. Using "story graphs" to establish the concept of variation and graphing.
  8. Writing a simple student task involving beginning algebra.

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
ProjectBeginning algebra task50%
ReportCommon misconceptions in early algebraic thinking50%

Text References

  • Kaput, J. J. (2008). Algebra from a symbolization point of view. In J. J. Kaput, D. Carraher, & M. Blanton. (Eds.). Algebra in the early grades. (pp. 19-55). New York: Lawrence Erlbaum Associates.
  • Perso, T., F. (2003). Everything you want to know about algebra outcomes for your class, K-9. Mirrabooka, W.A.: MAWA.
  • Clarke, B., Lovitt, C., & Williams, D. (1996). A replacement unit in pattern and algebra for year 5 to 8. Melbourne: Curriculum Corporation.
  • Foster, D. (2007). Making meaning in algebra. Examining students' understandings and misconceptions. (Vol. 53, 2007, pp 163 -176). Assessing Mathematical Proficiency. MSRI Publications.
  • Lannin, J., Barker, D., & Townsend, B. (2006). Algebraic generalisation strategies: Factors influencing student strategy selection. Mathematics Education Research Journal, 18(3), 3-28
  • MacGregor, M., & Stacey, K. (1993). What is x? The Australian mathematics teacher 49. (4), 28-30

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.

MPE4263|1|2