This subject introduces teacher education students to the discipline of mathematics, its nature, history, philosophy and place in secondary education. Students will reflect on the processes of mathematics learning and engage with, explore and explicate ideas about mathematics pedagogy, curriculum and the assessment of school students' acquisition of mathematical concepts. The focus of this subject will be the years 7-12 mathematics curriculum and in particular the development of content from the number and algebra strands within the mathematics K-10 syllabus. Students will explore the primary/secondary school transition and the relationship between mathematics, numeracy and literacy in the mathematics classroom and in the wider curriculum. Students will select and plan learning activities and lesson sequences which are inclusive, engaging and supportive of school student learning in years 7-10 mathematics. Particular attention is devoted to the application of contemporary theories of learning in mathematics, authentic pedagogies and assessment for learning in the planning of secondary mathematics curriculum.

Session 1 (30)

Online

Bathurst Campus

HD/FL

One session

School of Teacher Education

- be able to explain the structure and content of the mathematics 7-10 Syllabus for NSW or the Australian Curriculum, including assessment and reporting requirements and apply this in the development of a sequence of learning activities;
- be able to articulate the role of secondary mathematics in the K-12 curriculum (focussing on the links between Stage 3 and 4) and in the development of students' literacy, digital literacy and numeracy capabilities;
- be able to develop and evaluate engaging strategies (including the use of ICT) for teaching secondary mathematics from late Stage 3 through to Stage 6;
- be able to apply contemporary models of pedagogy in planning of a sequence of learning activities that develop a foundational mathematical concept, such as the function, from late Stage 3 through to Stage 6;
- be able to design contextualised teaching and learning activities for mathematics 7-10, which integrate literacy and numerary strategies and cater for a diversity of learners' needs and abilities; and
- be able to identify and design a range of assessment strategies to assess and provide feedback to students on their achievement of learning outcomes.

- Theory on the teaching and learning of mathematics during adolescence
- The mathematics K-10 syllabus (2012): Cross-curriculum priorities, general capabilities, Life Skills, Stages 4 and 5
- The NESA Stage 6 mathematics syllabuses
- Middle School pedagogies, connections with the wider curriculum - numeracy and literacy
- The working mathematically experiences: mathematical modelling and reasoning
- ICT and its use in the secondary mathematics classroom
- Extending and developing knowledge of numbers, including understanding to build fluency, for transitions to algebra
- Using models, drawings, graphs and symbolic representations of the function
- Using ICT and problem-based contexts to develop the concept of function through Stages 4,5 & 6
- Planning learning sequences in Stage 4/5 mathematics that cater for the diversity of learners
- Designing real world authentic tasks, communicating and assessing mathematical reasoning
- Connections within mathematics

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