CONTACT CSU

No offerings have been identified for this subject in 2015

EMM417 Mathematics 2 (8)

Abstract

This subject extends foundational knowledge, skills, concepts and practices of teaching mathematics while exploring approaches to English Language Learners, Special Education, differentiation, cross-curricular learning and culturally relevant and responsive pedagogies. The principles of collaborative teacher inquiry and reflective practice are applied in a mathematics context. Students use their knowledge of developmentally appropriate mathematics, learning theories, and assessment data to inform planning of a responsive progression of differentiated lessons to advance learning, while planning with the end in mind. They use ongoing collection of data to monitor and responsively adjust instructional practices based on student performance.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EMM417
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One termHD/FLSchool of Teacher Education

Assumed Knowledge

EMM450 Mathematics
EER416 Collaborative Inquiry
 

Enrolment restrictions

This subject is restricted to students enrolled in the Bachelor of Primary Education Studies.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to extend understanding of central concepts, knowledge, skills and processes associated with mathematics learning and instruction;
  • be able to gather data by observing students individually, in interaction with the learning environment, learning materials and each other as well as other sources of student data;
  • be able to interpret data using various learning theories and research-based concepts and their related pedagogical practices;
  • be able to design a plan for teacher inquiry and reflective practice in mathematics;
  • be able to demonstrate capacities to collaborate with other colleagues around shared questions and areas of interest, looking at evidence and research, theory or other bodies of knowledge in order to make precise, personalised pedagogical decisions and determine next steps;
  • be able to design culturally relevant and responsive content, instruction and assessment to engage all students, support positive identity development, and address individual students? strengths, interests and needs, particularly for members of under-served communities or groups;
  • be able to develop ways to differentiate content, process and product and ways to address students? common misunderstandings or skills needs in mathematics;
  • be able to plan and monitor a responsive progression of differentiated lessons to advance learning;
  • be able to use strategies and tools in assessment for learning and as learning and the relationship of assessment to setting learning goals, developing success criteria, establishing feedback mechanisms and interpreting evidence of learning;
  • be able to demonstrate ways in which mathematics skills and concepts can be effectively integrated to meet expectations across subjects and support student learning and achievement; and
  • be able to use technology to enhance differentiation, collaborative learning, and construction and mobilisation of knowledge as well as to encourage innovation, intellectual curiosity and creativity.

Syllabus

The subject will cover the following topics:
  • Pedagogical content knowledge and developmental nature of mathematical strands and processes.
  • Teacher inquiry and reflective practice.
  • Assessment practices, data gathering and interpretation.
  • Planning academically and culturally relevant and responsive progressions of differentiated lessons to address learning needs.
  • Assessment strategies for, as, and of learning to monitor learning.
  • Current policy documents and regulation that address special education needs and English Language Learners.
  • Special Education and mathematics instruction.
  • Strategies for English Language Learners in mathematics.
  • Approaches to differentiated instruction in mathematics.
  • Mathematics across the curriculum.
  • Use of technology in mathematics learning and teaching.

Specialised Resources

Students require a laptop computer and/or appropriate mobile device.

Back

The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.