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 MathsUnit Code
MSE5101Year
2016Enrolment Period
1Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit provides an introduction to the teaching and learning of lower secondary school mathematics (Years 7 to 10). 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 Curriculum Framework outcome statements. A pedagogical focus will be upon developing an appreciation of mathematics as a useful and creatively interesting area of study by regularly incorporating mathematical investigation in the classroom, 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 all seven clusters of the Curriculum Framework. Reference will also be made to important mathematical concepts established in the late primary years.
Non Standard Timetable Requirements
Lecture/workshops in a downloadable pdf format, and other materials, will be provided on Blackboard for students each week.
Equivalent Rule
Unit was previously coded MSE5111
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a mathematical competence that corresponds to at least Level 4, and preferably Level 5 or 6, for each CF outcome of the OSF, including a familiarity with and understanding of the vocabulary and concepts there described.
- Describe the use and importance of open-ended investigations in promoting significant learning.
- Develop and use a range of assessment strategies.
- Distinguish between traditional and outcomes-based teaching approaches.
- Interpret DET Outcomes and Standards Framework (2004) (OSF), and of the Curriculum Guide (2005).
- Plan mathematics lessons that embody the meaningful use of a variety of teaching strategies and learning tools, and which 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 familiarization with each CF student outcome of the OSF.
- Analysis of the "Levels" of the Curriculum Framework mathematics clusters which are most relevant to early adolescent students: Levels 3 to 5 of Appreciating Mathematics, Working Mathematically, Number, Measurement, Chance and Data, Space, and Pre-Algebra/Algebra.
- How to access available and relevant 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.
- 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 (discussion board), professional reading, independent study and 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.
ONLINE| Type | Description | Value |
|---|
| Report | Working Mathematically | 60% |
| Case Study | Student learning | 40% |
Text References
- ^ Ormond, C. (2007). Workbook: Teaching lower secondary mathematics. Perth, Australia: ECU School of Education.
- ^ Department of Education and Training (2005). The outcomes and standards framework (mathematics). Perth, Australia: State Government of Western Australia
- ^ Ormond, C. (2007). Map of outcomes, standards and framework. Perth, Australia: ECU School of Education.
- ^ Bana, J. Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: R.I.C. Publications.
- Grimison, L., Pegg, J. (Eds.). (1995). Teaching secondary school mathematics. Australia: Harcourt Barce and Co.
- Huetinck, L., & Munsin, S.N. (2004). Teaching mathematics for the 21st century: Methods and activities for grades 6-12. USA: Pearson Education.
- Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: An interactive approach. USA: Pearson Education.
- Curriculum Council of Western Australia. (2005). The curriculum guide (mathematics). Perth, Australia: State Government of Western Australia.
Journal References
- Cross Section
- 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.
MSE5101|2|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 MathsUnit Code
MSE5101Year
2016Enrolment Period
2Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit provides an introduction to the teaching and learning of lower secondary school mathematics (Years 7 to 10). 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 Curriculum Framework outcome statements. A pedagogical focus will be upon developing an appreciation of mathematics as a useful and creatively interesting area of study by regularly incorporating mathematical investigation in the classroom, 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 all seven clusters of the Curriculum Framework. Reference will also be made to important mathematical concepts established in the late primary years.
Non Standard Timetable Requirements
Lecture/workshops in a downloadable pdf format, and other materials, will be provided on Blackboard for students each week.
Equivalent Rule
Unit was previously coded MSE5111
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a mathematical competence that corresponds to at least Level 4, and preferably Level 5 or 6, for each CF outcome of the OSF, including a familiarity with and understanding of the vocabulary and concepts there described.
- Describe the use and importance of open-ended investigations in promoting significant learning.
- Develop and use a range of assessment strategies.
- Distinguish between traditional and outcomes-based teaching approaches.
- Interpret DET Outcomes and Standards Framework (2004) (OSF), and of the Curriculum Guide (2005).
- Plan mathematics lessons that embody the meaningful use of a variety of teaching strategies and learning tools, and which 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 familiarization with each CF student outcome of the OSF.
- Analysis of the "Levels" of the Curriculum Framework mathematics clusters which are most relevant to early adolescent students: Levels 3 to 5 of Appreciating Mathematics, Working Mathematically, Number, Measurement, Chance and Data, Space, and Pre-Algebra/Algebra.
- How to access available and relevant 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.
- 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 (discussion board), professional reading, independent study and 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.
ONLINE| Type | Description | Value |
|---|
| Report | Working Mathematically | 60% |
| Case Study | Student learning | 40% |
Text References
- ^ Ormond, C. (2007). Workbook: Teaching lower secondary mathematics. Perth, Australia: ECU School of Education.
- ^ Department of Education and Training (2005). The outcomes and standards framework (mathematics). Perth, Australia: State Government of Western Australia
- ^ Ormond, C. (2007). Map of outcomes, standards and framework. Perth, Australia: ECU School of Education.
- ^ Bana, J. Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: R.I.C. Publications.
- Grimison, L., Pegg, J. (Eds.). (1995). Teaching secondary school mathematics. Australia: Harcourt Barce and Co.
- Huetinck, L., & Munsin, S.N. (2004). Teaching mathematics for the 21st century: Methods and activities for grades 6-12. USA: Pearson Education.
- Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: An interactive approach. USA: Pearson Education.
- Curriculum Council of Western Australia. (2005). The curriculum guide (mathematics). Perth, Australia: State Government of Western Australia.
Journal References
- Cross Section
- 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.
MSE5101|2|2
