ES6110 Primary Mathematics: Foundations
Unit Description
Pre-requisites
ED6030 Classroom Management
Co-requisites
Learning Outcomes
On successful completion of this unit, the student will be able to:
Plan series of mathematical learning sequences that align with the Victorian Curriculum F-10 or the Australian Curriculum. Include precise instructions, diverse range of resources (including ICT), behaviour management strategies and effective teaching and learning techniques.
Analyse a range of formative and summative assessment strategies for appraising students’ mathematical proficiency. Demonstrate an understanding of assessment purposes and the importance of providing constructive feedback which is timely to foster student learning.
Interpret students’ assessment data, evaluate their learning progress, and adapt pedagogical approaches. Formulate attainable learning objectives that challenge students with diverse abilities and characteristics.
Analyse a comprehensive and coherent theoretical foundation of mathematics and numeracy teaching strategies. Establish connections between mathematical concepts and practical applications, catering to the diverse strengths and learning requirements of students.
Demonstrate cultural competence by appreciating and integrating Aboriginal and Torres Strait Islander perspectives into Mathematics content and pedagogical approaches.
Display advanced personal proficiency in Mathematics, apply understanding of biblically informed faith and worldview to real-world mathematical problem-solving scenarios and eloquently communicate its alignment with a Christian perspective. Articulate the relationship between mathematics, faith, and worldview.
Conduct a critical analysis of mathematical concepts from diverse cultural and worldview perspectives.
Unit Description
This unit provides the opportunity to evaluate how children think mathematically and their understanding of themselves and their world. The unit explores Christian perspectives on mathematics and pedagogies for teaching and learning in mathematics, and the preservice teacher will consider how their understandings of Christian perspectives inform their teaching of mathematics. Preservice teachers will explore a wide range of applications of mathematics and develop strategies to integrate mathematics with other curriculum areas.
The unit analyses contemporary theories of how children develop mastery in Mathematics and identifies key aspects in children’s development of concepts and skills. The unit covers content specific strategies for effective pedagogies (eg. explicit teaching and scaffolding), assessment and curriculum design for developing children’s mathematical knowledge and skills. The unit covers formal and informal diagnostic, formative and summative assessment strategies for Mathematics and how to use assessment data to evaluate student learning and modify teaching practices.
Preservice teachers will appreciate the need for multi-tiered systems of support and develop inclusive practices for all children. Preservice teachers will evaluate and develop strategies to enable children from a range of diversities and across the full range of abilities to succeed in mathematical learning. Preservice teachers will become familiar with a range of teaching materials and textbooks used in schools such as Maths Plus, Emu Maths, Prime Mathematics, New Wave and Mathematics software, as well as assessment tools such as Essential Assessments and Progressive Achievement Tests (PAT).
The unit will cover the complexities of mathematics and key curriculum documents such as the Victorian Curriculum Foundation-7 and the Australian Curriculum and the learning theories that underpin them. Through the unit preservice teachers will examine and develop a range of high impact and evidenced based teaching strategies to enable students’ effective learning about, in and through the mathematics areas of number, algebra, measurement, geometry, statistics and probability; problem solving, reasoning and thinking mathematically. This will include exploring the integration of ICT for enhancing learning in mathematics and developing ICT skills for mathematical purposes.
The unit will also focus on developing the preservice teacher’s personal proficiencies in mathematics as well as proficiencies in the use of related digital technologies to enable their own and children’s learning.
Preservice teachers will analyse social and cultural perspectives on mathematics, including Aboriginal and Torres Strait Islander perspectives on content and pedagogies.
Preservice teachers will have the opportunity to link theory to practice during your professional practice placements.
Topics
- Perspectives on mathematics content, learning and application
- Understanding and using the Victorian Curriculum F-10 and Australian Curriculum for Mathematics and general capabilities - Literacy, ICT, and Critical and Creative Thinking
- Construction of mathematical knowledge, learning theory and pedagogical approaches (incorporating pacing and retrieval practice)
- Content knowledge and approaches to teaching Number and Algebra
- Content knowledge and approaches to teaching Measurement and Geometry
- Content knowledge and approaches to teaching Statistics and Probability
- Content knowledge and approaches to teaching Problem Solving (including the importance of independent problem solving once a student approaches proficiency in concepts)
- Planning for diagnostic, formative and summative assessment in Mathematics
- Using assessment data to evaluate student learning, plan learning goals that build upon prior understanding, and modify teaching practice (including strategies for retrieval of knowledge and consolidation.)
- Differentiated and inclusive practices in Mathematics for diverse learners including EALD students.
- Teaching and communication strategies and resources, including ICT, to support engagement and participation in Mathematics
- Planning lesson sequences and units of work
Learning Experiences
Topic 3 cc 2.2.5 Recall practice to promote retention
1) In Groups students design a carousel of 4 retrieval practice stations for a 40-minute lessons, where students rotate through the stations to engage in different recall tasks. (Example stations can be quiz stations, peer questioning, concept mapping, or solve a problem).
- The tasks must be scaffolded and include opportunities for practice.
2) Each group sets up one of their stations in the classroom and PSTs (acting as students) rotate through the stations.
3) After each station, PSTs complete a quick feedback card: “What made this task engaging/challenging? How could it be improved?”
4) Class discussion regarding how the tasks promoted retention and connect to APST standards.
Teaching Strategies
Pre-service teachers learning in this course will involve a variety of approaches including: lectures; practicum; observation; responding to educational scenarios; critical reflections; discussion; tutorials; workshops; assessment tasks; assessment feedback; guest speakers; classroom observation; practical teaching assignments; reflective journals; contact with professional associations; oral presentations; and on-line activities.
Unit offerings
Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.