Pre-requisites

ES911 Primary Mathematics
ED952 Assessment, Evidence and Reporting

Co-requisites

None.

Learning Outcomes

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

• Demonstrate expert content knowledge in Mathematics.

• Analyse and synthesise information gathered from policy documents and school processes, educational theory and other relevant sources for advancing numeracy learning and teaching in the classroom.

• Critically evaluate technologies used to advance student numeracy.

• Analyse and synthesise numeracy requirements across curriculum, teaching and learning.

• Critically analyse and evaluate current developments in an issue affecting teaching and learning in Mathematics, applying a Christian perspective.

• Demonstrate and apply pedagogical content knowledge, and advanced knowledge and understanding of research on current theory and practice in order to plan and review teaching and learning experiences for highly effective and differentiated teaching in Mathematics.

• Apply expert judgement and specialised knowledge to analyse assessment data from a range of assessments such as formal and informal diagnostic, formative and summative assessment and determine students’ numeracy proficiencies and learning needs in numeracy, and plan differentiated learning goals that provide achievable challenges for students of varying abilities and characteristics, including students with additional needs and gifted students.

Unit Description

This subject builds on ES911 Primary Mathematics and focuses on developing expert content knowledge in Mathematics as well as pedagogical content knowledge, and the integration of these for developing highly effective teaching strategies relevant to teaching Mathematics.

Current developments in issues impacting upon the teaching of Mathematics and numeracy (such as diverse learning needs including gifted and talented students, whole school mathematics and numeracy programs) will be critically analysed. The unit also covers the impacts of integrating ICT into mathematics and numeracy programs to advance students’ numeracy proficiencies.

The unit enables students to extend their knowledge and skills in the teaching of mathematics and numeracy for the primary years. It develops advanced understanding of assessment and data-analysis for identifying the learning needs of students, including those with additional needs and gifted students. The unit examines current developments for advancing and integrating numeracy in Mathematics and across the curriculum, and also examines examples of policy documents and school processes that focus on advancing numeracy learning and their implications for practice. The unit will engage with educational theory to advance knowledge and skills in developing curriculum, and planning learning experiences and assessment strategies for students with diverse needs in order to improve numeracy proficiencies through the Mathematics discipline as well as across all curriculum areas.

Topics

• Core elements of mathematical knowledge and competency
• Educational theory and pedagogies for teaching Mathematics
• Research on highly effective teaching strategies in Mathematics
• Issues impacting upon the teaching of mathematics and numeracy, applying a Christian perspective
• Examining various case studies of school wide numeracy programs, policy documents and school processes for advancing numeracy
• Analysing and developing school wide data to identify numeracy proficiencies and learning needs
• Supporting students with additional needs in mathematics and numeracy learning
• Close examination of programs and strategies to challenge and engage gifted students in Mathematics

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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.