EDUC 4533A - Senior Mathematics Curric & Methodology A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4533A Course Senior Mathematics Curric & Methodology A (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching Available for Study Abroad and Exchange N Prerequisites Pass in 6 courses of Mathematics Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
Course Coordinator: Carolyn Moule
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6 4
Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5 5
Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3 Semester One 6
Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2 7
Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2 8
Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6 Semester 2 9
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6 10
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5 11
Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5 12
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5 Note:
Australian Professional Standards for Teachers (APST):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 6, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 5, 6, 7, 10, 11, 12 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 10, 11, 12 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3, 8, 9
Learning & Teaching Activities
Learning & Teaching ModesThis course will be taught through a 2 hour session combining lecture time and activities
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There are two hours of contact time. A minimum of an additional two hours will be required to read materials provided.
Learning Activities Summary
Schedule Week Topic APST Standards Week 1 Introduction
Overview of course
1.1, 1.2, 1.5 Week 2 Senior Secondary mathematics and SACE
Assessment and feedback
2.1, 2.2, 2.5 Week 3 Positive attitudes to mathematics learning – unit planning, folio tasks 3.1, 3.2, 3.3, 4.1, 6.1 Week 4 Questioning and discussion. Appropriate use of technology in maths 3.4, 3.6, 4.1, 6.3 Week 5 What is numeracy and how do all students achieve it?
3.3, 3.6, 5.1, 5.2, 5.4 Week 6 Catering for different ability groups in a SACE class
Setting appropriate tasks
1.1, 1.2, 1.5, 2.1, 2.2 Week 7 Preparation for observation/practicum 1.1, 1.2, 1.3, 2.1, 2.2 Week 8 What have you learned? What do you need next? 2, 3, 4, 6.1, 7.1
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcomes Task 1 Using technology is now accepted as a necessary part of good teaching in senior mathematics. The use of a Graphics Calculator is actually required in mathematics examinations set by SACE. Discuss the pros and cons for the use of technology in mathematics. (Max 1500 words)
50% 2, 4, 5, 6 Task 2 You are to prepare a collection of materials that you are given, or which you have found, that will be useful resources when you are teaching mathematics in Year11-12. Each piece should be annotated to indicate what you have found useful, might use in the future, year level/course where it could be used for etc. What you actually pass in will be a summary of the above and more detailed information about any two items. Week 12 50% 1, 2, 3, 4, 5, 6, 7, 8
Assessment DetailTask 1 - 50%
Using technology is now accepted as a necessary part of good teaching in senior mathematics. The use of a Graphics Calculator is actually required in mathematics examinations set by SACE.
Discuss the pros and cons for the use of technology in mathematics. (Max 1500 words)
Task 2 50%
You are to prepare a collection of materials that you are given, or which you have found, that will be useful resources when you are teaching mathematics in Year11-12. Each piece should be annotated to indicate what you have found useful, might use in the future, year level/course where it could be used for etc.
What you actually pass in will be a summary of the above and more detailed information about any two items.
SubmissionStudents will submit materials by private email to course coordinator or by hand during lecture time.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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