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  2. Intensive Mathematics Clinic [MPE4264]

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

    Intensive Mathematics Clinic

  • Unit Code

    MPE4264

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops the skills and knowledge necessary for reflective, critical inquiry in the teaching of mathematics. The focus of this unit is an investigation into a particular issue of the students choice in mathematics and provides the opportunity for them to compare mathematics diagnostic tools, and to explore and practice the skills needed for planning a program and working one-on-one with a child with misconceptions in mathematics. The unit enables students to participate in wider professional debates by providing opportunity to explore the connection between research and practice.

Equivalent Rule

Unit was previously coded MPE4102

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply appropriate tools for diagnosing children's abilities in mathematics.
  2. Discuss and present aspects of the inquiry to interested groups.
  3. Produce a Session Plan to create a sequence of learning experiences in mathematics for one child.
  4. Produce a written report analysing findings using a range of data gathering and analysis techniques, combining qualitative and quantitative processes.
  5. Use appropriate computer software to complete and present a report.
  6. Work collaboratively with colleagues on a systematic inquiry into an aspect of teaching mathematics.

Unit Content

  1. Analysis of the child's progress.
  2. Constructing a research question.
  3. Data collection: working with one child to diagnose possible misconceptions in mathematics, and produce an individualised learning program.
  4. Producing a report.
  5. Researching with children: ethical perspectives - problems or opportunities for learning.
  6. Sharing findings.

Additional Learning Experience Information

Tutorials, Workshops, Group work, Independent study, Research.

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
ReportDiagnostic report and planned intervention50%
AssignmentResults of intervention50%

Text References

  • ^ Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Victoria: ACER.
  • Haylock, D. (2001). Numeracy for teaching. London: Paul Chapman Publishing.
  • Chapin, S., & Johnson, A. (2000). Math matters: Understanding the math you teach. Sausalito, CA: Maths Solutions Publications.
  • Booker, G. (2000). The maths game: Using instructional games to teach mathematics. Wellington: NZCER.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. London: Sage Publications.
  • Kemmis, S., & McTaggart, R. (1988). The action research planner. Vic: Deakin University Press.
  • Charles, C. (1998). Introduction to educational research. New York: Longman.
  • Blaxter, L., Hughes, C., & Tight, M. (1996). How to research. Buckingham: Open University Press.
  • Booker, G., Bond, D., Sparrow, L., & Swan, P. (2004). Teaching primary mathematics. (3rd ed.). NSW: Pearson.
  • Zevenbergen, R., Dole, S., & Wright, R. (2004). Teaching mathematics in primary schools. Crows Nest, NSW: Allen & Unwin.
  • Hopkins, D. (1993). A teacher's guide to classroom research. Buckingham: Open University Press.

Website References

^ 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.

MPE4264|2|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

    Intensive Mathematics Clinic

  • Unit Code

    MPE4264

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops the skills and knowledge necessary for reflective, critical inquiry in the teaching of mathematics. The focus of this unit is an investigation into a particular issue of the students choice in mathematics and provides the opportunity for them to compare mathematics diagnostic tools, and to explore and practice the skills needed for planning a program and working one-on-one with a child with misconceptions in mathematics. The unit enables students to participate in wider professional debates by providing opportunity to explore the connection between research and practice.

Equivalent Rule

Unit was previously coded MPE4102

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply appropriate tools for diagnosing children's abilities in mathematics.
  2. Discuss and present aspects of the inquiry to interested groups.
  3. Produce a Session Plan to create a sequence of learning experiences in mathematics for one child.
  4. Produce a written report analysing findings using a range of data gathering and analysis techniques, combining qualitative and quantitative processes.
  5. Use appropriate computer software to complete and present a report.
  6. Work collaboratively with colleagues on a systematic inquiry into an aspect of teaching mathematics.

Unit Content

  1. Analysis of the child's progress.
  2. Constructing a research question.
  3. Data collection: working with one child to diagnose possible misconceptions in mathematics, and produce an individualised learning program.
  4. Producing a report.
  5. Researching with children: ethical perspectives - problems or opportunities for learning.
  6. Sharing findings.

Additional Learning Experience Information

Tutorials, Workshops, Group work, Independent study, Research.

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
ReportDiagnostic report and planned intervention50%
AssignmentResults of intervention50%

Text References

  • ^ Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Victoria: ACER.
  • Haylock, D. (2001). Numeracy for teaching. London: Paul Chapman Publishing.
  • Chapin, S., & Johnson, A. (2000). Math matters: Understanding the math you teach. Sausalito, CA: Maths Solutions Publications.
  • Booker, G. (2000). The maths game: Using instructional games to teach mathematics. Wellington: NZCER.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. London: Sage Publications.
  • Kemmis, S., & McTaggart, R. (1988). The action research planner. Vic: Deakin University Press.
  • Charles, C. (1998). Introduction to educational research. New York: Longman.
  • Blaxter, L., Hughes, C., & Tight, M. (1996). How to research. Buckingham: Open University Press.
  • Booker, G., Bond, D., Sparrow, L., & Swan, P. (2004). Teaching primary mathematics. (3rd ed.). NSW: Pearson.
  • Zevenbergen, R., Dole, S., & Wright, R. (2004). Teaching mathematics in primary schools. Crows Nest, NSW: Allen & Unwin.
  • Hopkins, D. (1993). A teacher's guide to classroom research. Buckingham: Open University Press.

Website References

^ 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.

MPE4264|2|2