Pre-requisites

None.

Co-requisites

ED920 Developmental Learning and Pedagogies

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Apply knowledge of state and national curriculum, assessment and reporting, and research to plan lesson sequences and organise classroom activities that advance students’ understanding of a Mathematical topic, incorporating effective teaching strategies to meet specific learning needs of students across the full range of abilities with clear directions.

• Critically analyse and demonstrate understanding of assessment strategies for the primary years of schooling appropriate to Mathematics and the purposes of assessment and of providing timely and appropriate feedback to students about their learning.

• Apply expert judgement to analyse numeracy needs, and plan, apply and evaluate strategies to target and improve students’ levels of competence in Mathematics.

• Communicate advanced knowledge and understanding of the structure and substance of Mathematics including understanding of recent developments.

• Demonstrate advanced personal proficiencies in Mathematics.

• Demonstrate knowledge of a range of resources, including ICT, and apply creativity and initiative in incorporating them into the planning and teaching of Mathematics appropriate to the learning and teaching context to engage students in their learning.

• Demonstrate advanced understanding of Aboriginal and Torres Strait Islander and Christian perspectives on Mathematics content and pedagogies.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

Unit Description

This unit will provide pre-service teachers with the opportunity to engage with current knowledge and understanding about the structure and substance of mathematics, children’s development in mathematical understanding, and pedagogical approaches for developing mathematical and numeracy skills. The unit will focus on developing and applying the pre-service teachers’ knowledge and understanding about Aboriginal and Torres Strait Islander and Christian perspectives on Mathematics content and pedagogies. Pre-service teachers will also engage with and develop their knowledge of the current curriculum for Mathematics.

The unit will cover effective pedagogies for assessing students’ learning needs related to number, algebra, measurement, geometry, statistics and probability, and for designing learning experiences that will engage diverse learners in developing and applying mathematical concepts, skills and processes as well as develop an appreciation for the mathematics discipline. The unit will also explore a range of resources for engaging and supporting students in their learning.

Opportunities will be given during the unit to develop the pre-service teachers’ personal competence in utilising ICT for educational purposes in order to enhance students’ learning in Mathematics and in ICTs. This unit will cover mathematical concepts and processes in order to advance the pre-service teachers’ personal proficiencies in Mathematics. The unit also incorporates Christian faith, worldview and Scripture related to the teaching vocation.

Topics

1. The Nature of Mathematical Knowing : various perspectives and frameworks
2. Overview of the Victorian Primary Mathematics Curriculum and Australian Curriculum for Mathematics and general capabilities - Literacy, ICT, and Critical and Creative Thinking
3. Construction of mathematical knowledge, learning theory and pedagogical approaches (incorporating pacing and retrieval practice)
   a. Using worked examples
   b. Problem solving activities
4. Content knowledge and approaches to teaching across the strands of mathematics (number and algebra, measurement and geometry, statistics and probability and problem solving.
   a. The 4 proficiencies: understanding, fluency, problem solving and reasoning.
5. 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.)
   a. How to pitch an introductory lesson at the appropriate level
6. Key elements of planning an effective mathematical lesson - Teaching and communication strategies including ICT to ensure student impact.
7. Various strategies for differentiating the curriculum; working with groups and individuals
8. Examining various case studies of best practice of programming across the week, term and year

Learning Experiences

Topic 3: (cc 1.3.3)

1. Each PST selects a mathematics content descriptor from the Australian Curriculum (v9) for a specific year level. Using a template, they create a worked example that includes:
   - Learning goal
   - Mathematical problem
   - Step-by-step solution with annotations
   - Teacher think-aloud
   - Prompt for checking understanding

PSTs must consider inclusive practices, appropriate representations (concrete-pictorial-abstract), and potential misconceptions.

1. PSTs will peer review the examples and provide feedback (one thing you like, one suggestion on improvement)

2. PSTs then create a plan for pedagogical progression including ideas such as, completion problems, independent practice through to problem solving tasks.

Skills assessed: worked example development, lesson sequencing and pedagogical progression and understanding of novice to expert learning.

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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.