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  2. Planning and Assessment in Secondary Mathematics [MSE2102]

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

    Planning and Assessment in Secondary Mathematics

  • Unit Code

    MSE2102

  • Year

    2016

  • Enrolment Period

    1

  • Version

    4

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students will begin to consolidate their understanding of the teaching and learning of secondary school mathematics, and will look more closely at general curriculum planning and written assessment. They will achieve this through closer interrogation of the structure, philosophy and intentions of the Australian Curriculum (AC) for mathematics, supported by the WA Curriculum Framework; and by planning a sequence of mathematics lessons within a particular topic, including a written assessment. These will be linked comprehensively to relevant AC content descriptors and their elaborations. Again, emphasis will be placed upon developing a mathematical inquiry theme in teaching and learning in the AC skills strands of Number and Algebra, Statistics and Probability and Measurement and Geometry, and these will in turn be aligned with the WA CF clusters. Some senior school content and assessment will also be explored. Current resources such as texts, visual and concrete manipulatives, and computer websites, will be examined and evaluated for their teaching effectiveness.Practical teaching strategies for overcoming common mathematical misconceptions will again be explored. In this way, the unit will again focus upon the importance of classroom communication and meaningful, student-centered assessment practices, relating these ideas to relevant educational theory.

Prerequisite Rule

Students must pass 1 units from MSE2101

Equivalent Rule

Unit was previously coded MSE3102, MSE3203

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically evaluate the usefulness of various print and technological resources in the mathematics classroom.
  2. Demonstrate a developing understanding the AITSL National Teacher Standards as they relate to mathematics teaching, in particular Standards 1, 2, 3, and 5.
  3. Demonstrate an increasing familiarity with the Australian Curriculum, and the way it is supported by the detail and elaborations of the DEWA K-10 Syllabus, the Outcomes and Standards Framework (OSF), and the WA Curriculum Framework (CF).
  4. Demonstrate competence in the use of technologies in a presentation and/or in learning activities (PowerPoint, Word, Excel, and the internet).
  5. Explain how national testing (NAPLAN) can be used usefully in planning teaching.
  6. Explain some strategies for teaching senior school students.
  7. Use a range of formative and summative assessment strategies, also briefly considering the additional needs of Year 11 and 12 students.
  8. Use these and other curriculum support documents as a basis for curriculum decision-making and identifying progressive achievement in mathematics.
  9. Write a cohesive topic plan and a written assessment for a particular lower secondary topic in Number.

Unit Content

  1. Adding to the suite of assessment strategies examined in the pre-requisite unit (i.e. rubrics, interviews, self-reports, portfolios, open and closed questioning, projects, journal entries and observational checklists).
  2. Designing a well-timed and scaffolded sequence of lessons and an appropriate written assessment for a lower secondary cluster topic in Number.
  3. Examining how NAPLAN testing in numeracy may assist teachers? understanding of likely mathematics misconceptions or difficulties.
  4. Exploring some common conceptual difficulties in mathematics.
  5. Using appropriately the various mandated national and state curriculum documents when planning for mathematics teaching.
  6. Using technology in presenting (PowerPoint, Word).
  7. Using the available teaching resources well (including textbooks, resource books).

Additional Learning Experience Information

Blackboard documents and materials, collaborative group work and discussion, professional reading, independent study and use of multimedia 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
ProjectGroup Project: Topic planning and assessment70%
AssignmentWorkshop pedagogy themes30%

Text References

  • ^ Ormond, C. (2013). Workbook: Teaching lower secondary mathematics. 4th Edition. Perth: ECU School of Education.
  • ^ Bana, J., Marhsall, L., & Swan, P. (2005). Maths terms and tables. Perth: R.I.C. Publications.
  • ^ Ormond, C. (2012). Map of Australian Curriculum strands and WACF outcomes. Perth: ECU School of Education.
  • Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Westwell, J. (Eds.). (2005). (2nd ed.). London: Routledge.
  • Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. New South Wales: Allen and Unwin.
  • Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
  • The Australian Curriculum, Assessment and Reporting Authority. The Australian Curriculum. Canberra, Australia.

Journal References

  • National Council of Teachers of Mathematics Yearbooks
  • Mathematical Association of Victoria 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.

MSE2102|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

    Planning and Assessment in Secondary Mathematics

  • Unit Code

    MSE2102

  • Year

    2016

  • Enrolment Period

    2

  • Version

    4

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students will begin to consolidate their understanding of the teaching and learning of secondary school mathematics, and will look more closely at general curriculum planning and written assessment. They will achieve this through closer interrogation of the structure, philosophy and intentions of the Australian Curriculum (AC) for mathematics, supported by the WA Curriculum Framework; and by planning a sequence of mathematics lessons within a particular topic, including a written assessment. These will be linked comprehensively to relevant AC content descriptors and their elaborations. Again, emphasis will be placed upon developing a mathematical inquiry theme in teaching and learning in the AC skills strands of Number and Algebra, Statistics and Probability and Measurement and Geometry, and these will in turn be aligned with the WA CF clusters. Some senior school content and assessment will also be explored. Current resources such as texts, visual and concrete manipulatives, and computer websites, will be examined and evaluated for their teaching effectiveness.Practical teaching strategies for overcoming common mathematical misconceptions will again be explored. In this way, the unit will again focus upon the importance of classroom communication and meaningful, student-centered assessment practices, relating these ideas to relevant educational theory.

Prerequisite Rule

Students must pass 1 units from MSE2101

Equivalent Rule

Unit was previously coded MSE3102, MSE3203

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically evaluate the usefulness of various print and technological resources in the mathematics classroom.
  2. Demonstrate a developing understanding the AITSL National Teacher Standards as they relate to mathematics teaching, in particular Standards 1, 2, 3, and 5.
  3. Demonstrate an increasing familiarity with the Australian Curriculum, and the way it is supported by the detail and elaborations of the DEWA K-10 Syllabus, the Outcomes and Standards Framework (OSF), and the WA Curriculum Framework (CF).
  4. Demonstrate competence in the use of technologies in a presentation and/or in learning activities (PowerPoint, Word, Excel, and the internet).
  5. Explain how national testing (NAPLAN) can be used usefully in planning teaching.
  6. Explain some strategies for teaching senior school students.
  7. Use a range of formative and summative assessment strategies, also briefly considering the additional needs of Year 11 and 12 students.
  8. Use these and other curriculum support documents as a basis for curriculum decision-making and identifying progressive achievement in mathematics.
  9. Write a cohesive topic plan and a written assessment for a particular lower secondary topic in Number.

Unit Content

  1. Adding to the suite of assessment strategies examined in the pre-requisite unit (i.e. rubrics, interviews, self-reports, portfolios, open and closed questioning, projects, journal entries and observational checklists).
  2. Designing a well-timed and scaffolded sequence of lessons and an appropriate written assessment for a lower secondary cluster topic in Number.
  3. Examining how NAPLAN testing in numeracy may assist teachers? understanding of likely mathematics misconceptions or difficulties.
  4. Exploring some common conceptual difficulties in mathematics.
  5. Using appropriately the various mandated national and state curriculum documents when planning for mathematics teaching.
  6. Using technology in presenting (PowerPoint, Word).
  7. Using the available teaching resources well (including textbooks, resource books).

Additional Learning Experience Information

Blackboard documents and materials, collaborative group work and discussion, professional reading, independent study and use of multimedia 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
ProjectGroup Project: Topic planning and assessment70%
AssignmentWorkshop pedagogy themes30%

Text References

  • ^ Ormond, C. (2013). Workbook: Teaching lower secondary mathematics. 4th Edition. Perth: ECU School of Education.
  • ^ Bana, J., Marhsall, L., & Swan, P. (2005). Maths terms and tables. Perth: R.I.C. Publications.
  • ^ Ormond, C. (2012). Map of Australian Curriculum strands and WACF outcomes. Perth: ECU School of Education.
  • Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Westwell, J. (Eds.). (2005). (2nd ed.). London: Routledge.
  • Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. New South Wales: Allen and Unwin.
  • Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
  • The Australian Curriculum, Assessment and Reporting Authority. The Australian Curriculum. Canberra, Australia.

Journal References

  • 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.

MSE2102|4|2