EMM441 Curriculum Method 1: Mathematics (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject introduces the student to the discipline of mathematics, its nature, history, philosophy and place in education. It assists the student to reflect on the processes of mathematics learning and specifically to engage with, explore and explicate ideas about mathematics pedagogy, curriculum and the assessment of children's acquisition of mathematical concepts within a process-oriented environment. The focus of this subject will be the Years 7-12 mathematics curriculum.
+ Subject Availability Modes and Locations
| Session 1 | |
|---|---|
| Distance | Bathurst |
Continuing students should consult the SAL for current offering details: EMM441
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
- have interrogated and utilised the processes of constructing mathematical meaning, within the parameters of the problem solving movement and the specific components of a 'Working Mathematically' philosophy;
- have utilised frameworks for planning which highlight the quality of mathematics pedagogy, specifically students will focus on models of pedagogy such as productive pedagogies, the quality teaching framework and situated pedagogies;
- be able to identify and utilise strategies that cater for the diversity of learner needs when planning and managing classroom experiences specifically focussing on students of NESB, students with special needs, students of Aboriginal and Torres Strait Islander backgrounds and students with literacy needs;
- have become familiar with a wide variety of instruments, tools and processes which assess both process and product learning outcomes in secondary mathematics contexts;
- be able to utilise metalanguages which relate, inter alia, to mandatory Syllabus documents, the implementation policies of education authorities and the literacies of mathematics
- be able to select and utilise appropriate ICT pedagogies, strategies, materials and software to promote quality teaching and learning experiences in a mathematics classroom; and,
- be able to select and utilise appropriate management strategies that establish positive learning environments that allow children to fully participate in the educational initiatives of a mathematics classroom.
Syllabus:
The subject will cover the following topics:
Module 1: THE PEDAGOGY OF MATHEMATICS - Learning theory and its impact on mathematics curriculum policy and practice. - The Working Mathematically experience: learning as a blend of process and product outcomes. - Lenses which focus on the quality and productiveness of mathematics teaching and learning, namely models of pedagogy such as productive pedagogies, the quality teaching framework and situated pedagogies -ICTs: what do they mean for my mathematics classroom? Module 2: ASSESSMENT OF LEARNING OUTCOMES - Notions of measurement, assessment and evaluation in educational contexts. - Formal and informal assessment, incorporating alternative assessment strategies. - 'Investigations', 'rich tasks', 'authentic learning' and other open-ended, process-oriented assessment tools in secondary mathematics. - Approaches to enhance the notion of assessment for learning. Module 3: RELEVANT MATHEMATICAL METALANGUAGES - The language embedded in Syllabus documentation: curriculum considerations, systemic policy implications - The elements of Working Mathematically as an underpinning (core) strand: the five processes, problem facing, problem posing, problem solving, each within the context of the richness of investigational experiences. - Literacies relevant to mathematics teaching and learning. Module 4: THE PLANNING AND MANAGEMENT OF MATHEMATICS CLASSROOM EXPERIENCES - The impact of learning theory in authentic contexts - The mathematics lesson: philosophy, planning, components, management, mediated by authentic tools to assess learning processes and outcomes - Planning for the diversity of learner needs: inclusive education in secondary mathematics classroom settings, NESB students, students with special needs, students with Aboriginal and Torres Strait Islander backgrounds, students with literacy problems.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.