EDUC 6533B - Senior Mathematics Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2014

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.

  • General Course Information
    Course Details
    Course Code EDUC 6533B
    Course Senior Mathematics Curriculum & Methodology B
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
    Prerequisites Pass in 6 courses of Mathematics
    Restrictions Available to GradDipEd 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 Staff

    Course Coordinator: Carolyn Moule

    Mrs Carol Moule Lecturer/ Coordinator cemoule@internode.on.net
    Dr Pauline Carter Lecturer                   masaadmin@internode.on.net
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 To increase awareness of the multitude of ways of approaching the teaching and learning of mathematics in ways which give access to and contextual meaning for all students
    2 To provide multiple pathways for the participants to explore mathematical ideas and processes utilizing the multitude of resources (manmade and naturally occurring) in the school and the community at large
    3 To enable participants to develop their own classroom approaches, teaching strategies and learning resources that will enable them to develop positive attitudes towards mathematics and mathematics learning and to achieve greater success with mathematics for their (school) students
    4 This course will address a wide range of the practical aspects of classroom teaching including: planning for teaching, design of student learning activities, scope and sequences in mathematics curricula, and accessing learning resources which will promote and facilitate effective learning of mathematics
    5 To ensure that participants understand the role of technology in contemporary mathematics teaching
    6 To provide an underlying foundation of theories and research evidence supporting the strategies, techniques and resource utilization being recommended so that they can be used in informed and timely ways
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2
    Skills of a high order in interpersonal understanding, teamwork and communication. 3,4
    A proficiency in the appropriate use of contemporary technologies. 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2,3,4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2,3
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be taught through a 2hour session combining lecture time and activities 
    Workload

    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 AITSL Standards
    Week 1 Introduction
    Overview of course Assessment requirements
    Week 2 Assessment Standards
    AAMT Standards
    AITSL Standards Mathematics Assessment Tasks
    1.2, 1.3,1.5
    2.3
    3.1,3.2,
    5.1, 5.2, 5.3, 5.4, 5.5
    6.2,6.4 7.4
    Week 3 Assessment and Effective Pedagogy 5.1, 5.2, 5.3, 5.5
    Week 4 Technology supporting conceptual understanding 1.2, 1.3, 1.4, 1.5
    2.3
    3.1, 3.2, 3.3, 3.4,3.7
    5.1, 5.2, 5.3, 5.4,5.5
    6.2,6.3 7.3,7.4
    Week 5 Assessment for learning
    Feedback to improve learning
    1.1,1.2,1.3,1.5,1.6
    2.1,2.2,2.3
    3.1,3.2,3.3,3.4,3.5
    4.1,4.2,4.3,4.4
    5.1, 5.2, 5.3, 5.5
    6.4 7.1,7.4
    Week 6 Folio Tasks
    Communication-Report Writing
    1.2, 1.3, 1.4, 1.5
    2.3
    3.1, 3.2, 3.3, 3.4,3.5
    5.1, 5.2, 5.3, 5.5
    6.2,6.3 7.4
    Week 7

    Assessment tools
    Achievement Standards- Senior Years ACARA
    Performance Standards – SACE
    1.2, 1.3, 1.4, 1.5
    2.3
    3.1, 3.2, 3.3, 3.4,3.5
    5.1, 5.2, 5.3, 5.5
    6.2,6.3 7.4
    Week 8 Diagnostic Assessment 1.1,1.2,1.3,1.5,1.6
    2.1,2.2,2.3
    3.1,3.2,3.3,3.4,3.5
    4.1,4.2,4.3,4.4
    5.1, 5.2, 5.3, 5.5
    6.4 7.1,7.4
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Task 1 Weighting  50% Design a 50 minute Skills and ApplicationsTask for a topic from
    (Year 11) SACE Curriculum
    The task must be
    · linked to the SACE Topics
    · related to the appropriate Performance Standards
    · related to the intended learning being assessed and the learning experiences that might have supported it.
    More detail will be supplied via the DropBox
    TBA
    Task 2 Weighting 50% Design a Folio task for a Stage 1 (Year 11) class.
    The task must be
    · linked to the SACE Topics
    · related to the appropriate Performance Standards assessed and the learning experiences that might have supported it
    · incorporate the use of technology

    More detail will be supplied via the DropBox
    TBA
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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