A focus on geometry and measurement. Development of personal mathematics content knowledge. Introduction This unit is the first in a series of units focused upon the Mathematics learning area in primary schools. The modules of this unit will provide you with an overview of issues related to how children learn mathematics, along with related teaching and curriculum practices. The Measurement and Geometry strand of the Australian Curriculum will be the main context for your learning. The unit will provide an overview of modern primary mathematics teaching and learning.
It will focus on tragedies for effective teaching, an understanding and application of modern theories of learning, and an audit and development of personal mathematics content knowledge. Learning Outcomes On successful completion of this unit students can: Graduate Attributes addressed 1 Identify, describe and apply effective teaching strategies for teaching mathematics 2 Analyses and critique strategies and resources for teaching mathematics in primary classrooms 3 Demonstrate knowledge of documents connected to teaching mathematics 4 Demonstrate knowledge of mathematics in the areas of geometry and measurement
Curtain’s Graduate Attributes Apply discipline knowledge Thinking skills Information skills (use analytical skills to solve problems) (confidence to investigate new ideas) Communication skills International perspective Cultural understanding (value the perspectives of others) Learning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems) Professional Skills (work independently and as a team) (plan own work) Find out more about Curtain’s Graduate attributes at the Office of Teaching & Learning website: cat. Curtain. Due. AU Page: 2 of 13 Learning Activities
This unit is fully online. The learning activities include a range of tasks that aims to optimism student learning through the use of a variety of source material. Learning Logs and Thinking Head Sheets will be used to record learning and aid metrification. Math Mates Groups are used in this unit to enhance the opportunities to work collaboratively with peers and engage in online dialogues about the course content. Digital tools such as Blackboard Collaborate will also be used in a meaningful manner to maximize learning outcomes. This unit is divided into three modules incorporated into topics of study: Module 1 –
Exploring mathematics and how children learn mathematics ; Topic 1 – Adventuring into mathematics. – How children learn mathematics. ; TOPIC 3 Module 2 – Exploring space / geometry ; Topic 4 – Adventuring into space / geometry. – 2-dimensional figures. ; TOPIC 5 – 2-dimensional figures and spatial reasoning. ; ; TOPIC 6 objects. – Transformations and symmetry. ; TOPIC 8 – Location, arrangement and direction. ; TOPIC 9 Module 3 – Exploring how to measure our world ; Topic 10 – Exploring what measurement is about. ; Topic 11 – Mastering measurement.
TOPIC 7 – 3-dimensional Topic 12 – The Australian Curriculum: Mathematics proficiency strands. ; Unit review. Page: 3 of 13 Learning Resources Essential Texts The required textbook(s) for this unit are: TOPIC 13- Reese, R. , Lindquist, M. , Lambadi, D. , & Smith, N. (2012). Helping children learn mathematics (10th De). New York: John Wiley & Sons. Other Resources You do not have to purchase the following textbooks but you may like to refer to them: Highly Recommended Text Booker, G. , Bond, D. , Sparrow, L. , & Swan, P. (2010). Teaching primary mathematics (4th De). French Forest, NSA: Pearson Australia.
Recommended Texts Bobbies, J. Mulligan, J. , & Lowlier, T. (2009). Mathematics for Children: challenging children to think mathematically (3rd De). French Forest, NSA: Pearson Australia. Willis, S. , Devil, W. , Jacob, L. , Powell, B. , Tomatoes, D. , & Treaty, K. (2004). First steps in mathematics: Measurement. Indirect measure/estimate. Victoria: Rugby Henchman. Henchman. Mathematics: Space. Victoria: Rugby Henchman. Van De Wale, J. (2007). Elementary and middle school mathematics: Teaching developmentally. (6th De) New York: Pearson. Government, R. , Dole, S. , & Wright, R. J. (2004).
Teaching mathematics in primary schools. Crows Nest, NSA: Allen & Union. Online Resources ; Literacy and Innumeracy Week website http://www. Null. NSA. Due. AU/events. HTML ; Australian Association of Mathematics Teachers http://www. Mat. Due. AU/ ; Mathematics Education Research Group of Australia http://www. Merge. Net. AU/ ; National Library of Virtual Manipulative http://null. Us. Due/ ; http:// anthropology. Com/ ; http://illuminations. NCSC. Org ; http://www. Learner. Org/resources/ Please refer to Blackboard for digital resources. ; http://gastroenteritis. Return. Due. AU/global/studbook. CFML ; http:// Lawrenceville. Curtain. Du. AU/online/ Recommended Journals ; The Australian Primary Mathematics Classroom ; Teaching Children Mathematics ; Mathematics Teaching in the Middle School ; Journal for Research in Mathematics Education ; Mathematics Education Research Journal Page: 4 of 13 Assessment Assessment Schedule Task Value % Teaching Plan 50 percent Report on Math teaching and learning Week: Week 6 Day: Friday Time: 23:59 Week: Week 2 Unit Learning Outcome(s) Assessed Detailed information on assessment tasks 1 .
Assessment 1: Teaching Plan Current practice in mathematics education: what it looks like, sounds like and feels like Date Due: Friday 5th July and it is worth 50%. The word count is 2000 (+1- 10%) The purpose of this assessment task This assessment task is focused primarily on developing your ability to articulate, communicate and demonstrate what Mathematics teaching and learning ‘looks like’ in primary school mathematics classrooms today.
It has two parts – Part A – a discussion about what constitutes (or what should constitute) current, best practice in primary mathematics classrooms; Part B – planning and teaching two mathematics lessons and a discussion/reflection, demonstrating your understanding of current caching practices in mathematics. Background scenario to Part A of the assessment Some of your school parents have been discussing how different mathematics is from when they were are school. Your principal brings you the article “Parrot Math” by mathhtHTML He says that some parents had read the article and had been commenting about it.
The principal asks you to read the article then write a response that explains what mathematics teaching and learning should look like in today’s classroom. Part A Part A will contain a carefully crafted description about today’s primary mathematics classroom. The discussion should address the issues that are raised in the article. It should discuss the merits of a constructivist approach as opposed to a more traditional approach based on rote learning and learning of procedures. You should also address the importance of helping children to develop rich understandings of mathematics concepts as opposed to solely learning procedures.
You should also address other aspects of current practice that you have learned about from tutorials and key readings within this unit. paPart You will need to work with at least two children of primary school age to complete this section. You are required to create and teach two lessons from the Mathematics: Geometry and Measurement strand of the Australian Curriculum. The lessons should be for a group of at least two students of the same age and need to cover different content. You may wish to use the First Steps in Mathematics (FSFishmaterials for ideas ( http://dedieta.AedDueauAUtstereoscopesedetectavigation/first-steps- mamathematician’suMultiplicatived- 13603817 ). This section will start with an introductory statement about the ages / year levels of the students that you will be working with and a general context for the mathematics esseasonsYou are to record the required information on the template found in the Assessment link and paste it into your assignment. The mathematics lessons and discussion should provide evidence of your understanding of current, best practice in primary mathematics education.
Page: 5 of 13 Additional Discussion / Reflection Describe how the activities were conducted (using constructivist techniques) and what the children did, that is, a summary of your observations. anAndhow how that learning relates to aspects of the curriculum. Describe the resources that were used within the lesson’s and give reasons for their seSE in line with research and current practice. Explain how the activities fit in with what might be an overall plan for the children’s learning (i.Ie.E, what might be done next and why) Show how the activities relate to your discussion of current, best practice.
Include examples of comments (written or oral) made by children about what they learned from doing the activities and how they liked working on the tasks. Your paper should be written as a typical assignment and use language and structure appropriate for that purpose. It should be written in third person. It is not o be written in ‘parent speak but should incorporate a discussion of the O’Brien article and current practice in mathematics teaching, and should be well linked to source material to support your claims.
Although they are not prescriptive, these points represent the sorts of things that should be included in some way or other. Headings may be used to separate the different sections of this assignment. Short Be brief – outline the purpose of the paper. Part A – Describe current teaching practice in mathematics*** Address the main points of O’O’Brienaper and provide an overview of the key principles and ideas that uiaideurrent practice in mathematics classrooms. Include Justifications for your approach and practices regarding primary mathematics education (you will need to use scholarly mathematics education references here).
Part B – Discussion of Create and teach two mathematics lessons from the Geometry / Measurement strand of the Australian Curriculum, followed by a discussion about what was observed when teaching the lessons. The discussion / reflection must relate to the key points addressed in Part A. References Appendices The scanned or photographed signed permission letter from the parent/guardian of nyNYhild who took part in the activities. o Ony evidence of the students’ work. ; The sections marked *** are included in the word limit. Page: 6 of 13 2.
Assessment 2 : Report on Effective Mathematics Teaching and Learning Date Due: Friday 2nd August and it is worth 50%. The word count is 2000(+/- 10%). This assessment task is focused on developing your capacity to be an effective mathematics teacher, with particular emphasis on geometry and measurement, technology and the use of real and virtual mamanipulativeKey aspects of these capacities are: ; a teacher’s personal attitudes towards mathematics. a teacher’s mathematics content knowledge. ; knowledge of how children learn mathematics. knowledge of strategies for teaching mathematics. ; knowledge of resources that can support children’s mathematics learning. What this assessment task will contain For this assessment you are required to draw upon your learning from Week 1 onwards (topics in Geometry and Measurement), to report on effective teaching and learning in mathematics. You will need to make choices about how best to document your learning about effective practices, whilst discussing specific activities that have onundistributedo that learning.
Your discussion must flow easily and be well supported with strong links to a variety of text sources to support your arguments about effective teaching and learning in relation to the key aspects listed above. Your discussion should include evidence of engagement in the following: textbook readings and readings of scholarly and research documents; consideration of classroom videos and lessons; knowledge of mathematics curriculum documents; critiquing of online and other resources for mathematics learning and teaching; and haring and discussing your ideas in MaMathaMathroups and on-line forums.
How to prepare and submit assessments Your assessments must be prepared as Word documents and electronically submitted via the assessment submission links on Blackboard. As they are TuTurningssessments, you do not need to include cover pages. Also, please do not include the rubrics. These will be added by your tutor. Format for assessments Please present all assessments in this format: ; Justified text ;11 ptoptrial ; 1. 5 line spacing ; Numbered pages ; No indent for paragraphs – miss a line between paragraphs ; All assessments