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  2. Teaching Lower Secondary Mathematics [MSE3101]

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 Mathematics

  • Unit Code

    MSE3101

  • Year

    2017

  • Enrolment Period

    1

  • Version

    5

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Christine Ann ORMOND

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 MSE2101, MSE3103, MSE3203, MSE4101

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate a beginning understanding of the AITSL Graduate Teacher Standards, in particular Standards 1, 2, 3, and 5.
  2. Describe the use and importance of open-ended investigations in promoting significant learning, and the importance of the proficiency strands in the Australian Curriculum.
  3. Develop and use a range of assessment strategies.
  4. Distinguish between traditional and more student-centred teaching approaches.
  5. Explain something of the content and intention of the Australian Curriculum for mathematics.
  6. Explain the relevance of constructivist learning theory to the mathematics classroom.
  7. Plan mathematics lessons which embody the meaningful use of a variety of teaching strategies and learning tools, and which include engaging and relevant lesson introductions and effective conclusions.
  8. Recognise indicators of some specific and common mathematics learning misconceptions, particularly in relation to mathematical language and symbolism.

Unit Content

  1. A guided process of familiarisation for using the Australian Curriculum, with reference also to the WA Curriculum Framework.
  2. How to access and use relevant textual and interactive teaching resources.
  3. How to employ a variety of assessment strategies, both for the purposes of ongoing instruction and the continuous evaluation of student progress.
  4. Lesson planning and its key components and using current curriculum documents to inform this.
  5. Practical uses of constructivist theory in the classroom.
  6. Strategies for addressing learning difficulties associated with mathematical language and symbolism, especially concerning beginning algebra.
  7. 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
TypeDescriptionValue
ReportWorking mathematically60%
Case StudyStudent learning in algebra40%

Core Reading(s)

  • Bana, J., Marhsall, L., & Swan, P. (2013). Maths terms and tables: simple descriptions of terms, clear tables, charts and diagrams (p. 128). Perth: R.I.C. Publications.

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.

MSE3101|5|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 Mathematics

  • Unit Code

    MSE3101

  • Year

    2017

  • Enrolment Period

    2

  • Version

    5

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Christine Ann ORMOND

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 MSE2101, MSE3103, MSE3203, MSE4101

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate a beginning understanding of the AITSL Graduate Teacher Standards, in particular Standards 1, 2, 3, and 5.
  2. Describe the use and importance of open-ended investigations in promoting significant learning, and the importance of the proficiency strands in the Australian Curriculum.
  3. Develop and use a range of assessment strategies.
  4. Distinguish between traditional and more student-centred teaching approaches.
  5. Explain something of the content and intention of the Australian Curriculum for mathematics.
  6. Explain the relevance of constructivist learning theory to the mathematics classroom.
  7. Plan mathematics lessons which embody the meaningful use of a variety of teaching strategies and learning tools, and which include engaging and relevant lesson introductions and effective conclusions.
  8. Recognise indicators of some specific and common mathematics learning misconceptions, particularly in relation to mathematical language and symbolism.

Unit Content

  1. A guided process of familiarisation for using the Australian Curriculum, with reference also to the WA Curriculum Framework.
  2. How to access and use relevant textual and interactive teaching resources.
  3. How to employ a variety of assessment strategies, both for the purposes of ongoing instruction and the continuous evaluation of student progress.
  4. Lesson planning and its key components and using current curriculum documents to inform this.
  5. Practical uses of constructivist theory in the classroom.
  6. Strategies for addressing learning difficulties associated with mathematical language and symbolism, especially concerning beginning algebra.
  7. 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
TypeDescriptionValue
ReportWorking mathematically60%
Case StudyStudent learning in algebra40%

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.

MSE3101|5|2