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
Teaching Lower Secondary MathematicsUnit Code
MSE2101Year
2016Enrolment Period
1Version
4Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit provides an introduction to the teaching and learning of lower secondary school mathematics. The fundamentals of learning theory will be practically applied to the specific teaching of mathematics. Activities for promoting classroom participation will be introduced, and students will have opportunity to plan a variety of mathematics lessons, assessments and activities consistent with the scope and sequence of the Australian Curriculum. Pedagogy will encourage the development of an appreciation of mathematics as a useful and creatively interesting area of study by regularly incorporating mathematical investigation into classroom learning, and by focusing on developing mathematical literacy. Useful teaching resources and tools will be demonstrated and their classroom application explored. The mathematical content covered will include the Australian Curriculum strands Number and Algebra, Statistics and Probability, and Measurement and Geometry; and the former WA Curriculum Framework clusters will be used as a resource. Years 7 to 10 will be the focus, but some reference will also be made to important mathematical concepts established in the preceding primary years.
Equivalent Rule
Unit was previously coded MSE3101, MSE4101
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a beginning understanding the AITSL National Teacher Standards, in particular Standards 1, 2, 3, and 5.
- Describe the use and importance of open-ended investigations in promoting significant learning, and the purpose of the proficiency strands in the Australian Curriculum.
- Develop and use a range of assessment strategies both for formative and summative assessment purposes.
- Distinguish between traditional and outcomes-based teaching approaches.
- Explain something of the content and intention of the Australian Curriculum for mathematics, and the way it is supported by the detail and elaborations of the WACF.
- Explain the relevance of constructivist learning theory to the mathematics classroom.
- Plan mathematics lessons that embody the meaningful use of a variety of teaching strategies and learning tools, and that include engaging and relevant lesson introductions and effective conclusions.
- Recognise indicators of some specific and common mathematics learning misconceptions, particularly in relation to mathematical language and symbolism.
Unit Content
- A guided process of familiarisation for using the Australian Curriculum, with reference also to the WA Curriculum Framework.
- How to access and use relevant textual and interactive teaching resources.
- How to employ a variety of assessment strategies, both for the purposes of ongoing instruction and the continuous evaluation of student progress.
- Lesson planning and its key components and using current curriculum documents to inform this.
- Practical uses of constructivist theory in the classroom.
- Strategies for addressing learning difficulties associated with mathematical language and symbolism, especially concerning beginning algebra.
- Teaching and learning using mathematical investigations, and historical features of mathematics.
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| Type | Description | Value |
|---|
| Report | Working Mathematically | 60% |
| Case Study | Student learning in algebra | 40% |
Text References
- ^ Ormond, C. (2014). Map of Australian Curriculum strands and WACF outcomes Perth: ECU School of Education.
- ^ Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth: R.I.C. Publications.
- ^ Ormond, C. (2014). Workbook: Teaching lower secondary mathematics. Fifth edition Perth: ECU School of Education.
- The Australian Curriculum, Assessment and Reporting Authority. The Australian Curriculum. Canberra, Australia.
- Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Westwell, J. (Eds.). (2005). Learning to teach mathematics in the secondary school. (2nd ed.) London: Routledge
- Heutinck, L., & Munshin, S.N. (2004). Teaching mathematics for the 21st century: Methods and activities for grades 6-12. USA: Pearson Education.
- Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. NSW: Allen and Unwin.
- Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
Journal References
- Cross section
- Mathematical Association of Victoria Yearbooks
- National Council of Teachers of Mathematics Yearbooks
- The Australian Mathematics Teacher
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.
MSE2101|4|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
Teaching Lower Secondary MathematicsUnit Code
MSE2101Year
2016Enrolment Period
2Version
4Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit provides an introduction to the teaching and learning of lower secondary school mathematics. The fundamentals of learning theory will be practically applied to the specific teaching of mathematics. Activities for promoting classroom participation will be introduced, and students will have opportunity to plan a variety of mathematics lessons, assessments and activities consistent with the scope and sequence of the Australian Curriculum. Pedagogy will encourage the development of an appreciation of mathematics as a useful and creatively interesting area of study by regularly incorporating mathematical investigation into classroom learning, and by focusing on developing mathematical literacy. Useful teaching resources and tools will be demonstrated and their classroom application explored. The mathematical content covered will include the Australian Curriculum strands Number and Algebra, Statistics and Probability, and Measurement and Geometry; and the former WA Curriculum Framework clusters will be used as a resource. Years 7 to 10 will be the focus, but some reference will also be made to important mathematical concepts established in the preceding primary years.
Equivalent Rule
Unit was previously coded MSE3101, MSE4101
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a beginning understanding the AITSL National Teacher Standards, in particular Standards 1, 2, 3, and 5.
- Describe the use and importance of open-ended investigations in promoting significant learning, and the purpose of the proficiency strands in the Australian Curriculum.
- Develop and use a range of assessment strategies both for formative and summative assessment purposes.
- Distinguish between traditional and outcomes-based teaching approaches.
- Explain something of the content and intention of the Australian Curriculum for mathematics, and the way it is supported by the detail and elaborations of the WACF.
- Explain the relevance of constructivist learning theory to the mathematics classroom.
- Plan mathematics lessons that embody the meaningful use of a variety of teaching strategies and learning tools, and that include engaging and relevant lesson introductions and effective conclusions.
- Recognise indicators of some specific and common mathematics learning misconceptions, particularly in relation to mathematical language and symbolism.
Unit Content
- A guided process of familiarisation for using the Australian Curriculum, with reference also to the WA Curriculum Framework.
- How to access and use relevant textual and interactive teaching resources.
- How to employ a variety of assessment strategies, both for the purposes of ongoing instruction and the continuous evaluation of student progress.
- Lesson planning and its key components and using current curriculum documents to inform this.
- Practical uses of constructivist theory in the classroom.
- Strategies for addressing learning difficulties associated with mathematical language and symbolism, especially concerning beginning algebra.
- Teaching and learning using mathematical investigations, and historical features of mathematics.
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| Type | Description | Value |
|---|
| Report | Working Mathematically | 60% |
| Case Study | Student learning in algebra | 40% |
Text References
- ^ Ormond, C. (2014). Map of Australian Curriculum strands and WACF outcomes Perth: ECU School of Education.
- ^ Ormond, C. (2014). Workbook: Teaching lower secondary mathematics. Fifth edition Perth: ECU School of Education.
- ^ Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth: R.I.C. Publications.
- The Australian Curriculum, Assessment and Reporting Authority. The Australian Curriculum. Canberra, Australia.
- Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
- Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Westwell, J. (Eds.). (2005). Learning to teach mathematics in the secondary school. (2nd ed.) London: Routledge
- Heutinck, L., & Munshin, S.N. (2004). Teaching mathematics for the 21st century: Methods and activities for grades 6-12. USA: Pearson Education.
- Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. NSW: Allen and Unwin.
Journal References
- Cross section
- Mathematical Association of Victoria Yearbooks
- The Australian Mathematics Teacher
- National Council of Teachers of Mathematics Yearbooks
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.
MSE2101|4|2
