EMM418 Mathematics: Content and Pedagogy (8)

This subject builds on the central concepts, modes of enquiry and content structure within the K-6 mathematics continuum, highlighting the role of mathematics in everyday situations, and the importance of home and community numeracy practices. Students explore the principles and practices underpinning the teaching of mathematics and develop an appreciation and deep understanding of current syllabus documents that will inform and guide their pedagogical practice. This subject also reinforces the function of 'real world' mathematics as a numerate and literate practice and the role and value of Information and Communication Technologies (ICT) as a pedagogical tool.

Availability

Session 1 (30)
Online
Wagga Wagga Campus
Session 2 (60)
Online
Wagga Wagga Campus
Session 3 (90)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EMM418. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

This subject is not available to students who have completed subject EMM209.

Subject Relationships

EMM209 Paired Subject

Incompatible Subjects

EMM209

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to analyse the function of mathematics as a numerate and literate practice to meet the cognitive, social, cultural and aesthetic needs of children;
  • be able to appraise pedagogical knowledge, informed by constructivist principles, research and current evidence-based practices associated with teaching and learning mathematics in creating learning activities and lessons for primary school mathematics, and justify their design with respect to pedagogical models and practices of primary school mathematics;
  • be able to apply knowledge of current primary mathematics syllabus documents, including the general capabilities, in creating learning activities for primary school mathematics;
  • be able to create and evaluate investigations and open problems applying the 'working mathematically' process;
  • be able to apply a range of strategies to cater for, and engage primary school children K-6 in mathematics, including the use of Information and Communication Technologies (ICT); and
  • be able to explain and interpret the primary school mathematics in the K-12 mathematics continuum of learning.

Syllabus

This subject will cover the following topics:
  • Principles, research and current evidence-based practices associated with teaching and learning mathematics
  • The role and value of mathematics in the broader school curriculum and the development of students' literacy, digital literacy and numeracy capabilities in mathematics
  • Central ideas and common student misconceptions in Number and Algebra, and Statistics and Probability
  • Use and selection of digital technologies to support teaching and learning in mathematics/numeracy
  • NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with special education needs in mathematics
  • The five components of thinking and working mathematically: communicating; problem solving; reasoning; understanding; and fluency in mathematics
  • Principles and practices for teaching: number and algebra and statistics and probability
  • The place of Primary Mathematics in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4
  • Awareness that all students have the ability to be literate and numerate individuals
  • The pervasive nature of numeracy and its role in everyday situations and the importance of home and community numeracy practices
  • Planning, conducting and communicating results of mathematical investigations.

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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