EMM442 Curriculum Method 2: Mathematics (8)

This subject extends teacher education students' knowledge and practice of mathematics teaching and learning with a focus on Year 11 and Year 12 NSW Mathematics syllabuses and the Australian Curriculum. Particular attention is devoted to issues in the teaching and learning of mathematics and the application of contemporary theories of learning in mathematics in planning of units of work for Stage 6. In this subject students will explore a range of strategies and ICTs for teaching and assessing Stage 6 mathematics, with a focus on ways of differentiating the curriculum to meet the diverse needs of learners. The role and value of mathematics in the broader school curriculum and strategies to embed the cross-curricular priorities and general capabilities are also explored. The subject builds upon the previous secondary mathematics curriculum and pedagogy subject and assumes students have a deep understanding of the discipline content associated with Stage 6 mathematics.

Availability

Session 2 (60)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMM442. 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 Teacher Education

Assumed Knowledge

It is assumed that students have completed EMM441 prior to undertaking this subject.

Advanced discipline content knowledge in mathematics.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to apply the concepts, content and structure of a Stage 6 Mathematics syllabus in the development of a detailed teaching program for a sequence of lessons;
  • be able to plan teaching and learning sequences for Stage 6 mathematics that apply appropriate pedagogical models for learning mathematics and provide learners with opportunities to develop or apply their conceptual understandings through the application of Working Mathematically skills;
  • be able to design contextualised teaching and learning activities for Stage 6 mathematics, which align with cross-curricular priorities and the general capabilities and cater for a diversity of learners' needs and abilities;
  • be able to describe classroom environments and teaching and assessment strategies that support inclusive student engagement and achievement in Stage 6 mathematics;
  • be able to identify and use resources for Stage 6 mathematics that are culturally appropriate and inclusive, including the selection of digital resources and tools with appropriate digital content to meet Stage 6 curriculum, assessment and reporting requirements in mathematics;
  • be able to identify, critique, and explain the implications of a range of issues relevant to the teaching and learning of secondary mathematics in the Australian context for the diverse range of learners;
  • be able to articulate connections between an issue in secondary mathematics education and relevant theories of pedagogy, practice and processes for teaching and learning mathematics and numeracy; and
  • be able to describe a range of strategies for addressing an issue relevant to the teaching and learning of secondary mathematics in the Australian context for the diverse range of learners.

Syllabus

This subject will cover the following topics:
  • Stage 6 mathematics syllabuses and the continuum of learning in mathematics K-12
  • Cross curriculum priorities and general capabilities in Stage 6 mathematics
  • Models of pedagogy in Stage 6 mathematics
  • Use of digital resources and tools to support teaching and learning
  • Strategies for assessing learners' progress in Stage 6 mathematics
  • Assessment and reporting requirements for ROSA and in Preliminary and HSC mathematics
  • Teaching strategies for developing positive attitudes, motivation, mastery and enabling persistence
  • Planning units of work and learning plans for units of work in Stages 4 to 6 mathematics
  • Embedding Aboriginal and Torres Strait Islander histories and cultures in Mathematics
  • Gender issues in mathematics education
  • Teaching strategies and learning plans to enable and maintain challenges for students of varying abilities and characteristics

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.

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