Course Title: Teaching Number and Algebra
Part A: Course Overview
Course Title: Teaching Number and Algebra
Credit Points: 12.00
Terms
Course Code |
Campus |
Career |
School |
Learning Mode |
Teaching Period(s) |
TCHE2489 |
Bundoora Campus |
Undergraduate |
360H Education |
Face-to-Face |
Sem 2 2017, Sem 2 2018, Sem 2 2019, Sem 2 2020, Sem 2 2021, Sem 2 2022, Sem 2 2023 |
TCHE2489 |
Bundoora Campus |
Undergraduate |
360H Education |
Workplace |
Sem 2 2016, Sem 1 2017 |
TCHE2510 |
Brunswick Campus |
Undergraduate |
360H Education |
Face-to-Face |
Sem 2 2017, Sem 2 2018, Sem 2 2019, Sem 2 2020 |
TCHE2510 |
Brunswick Campus |
Undergraduate |
360H Education |
Face-to-Face or Workplace |
Sem 2 2016 |
Course Coordinator: Angela Rogers
Course Coordinator Phone: +61 3 9925 9459
Course Coordinator Email: angela.rogers@rmit.edu.au
Pre-requisite Courses and Assumed Knowledge and Capabilities
Enforced Pre-Requisite Courses
Successful completion of TCHE2658 Numeracy Test for Initial Teacher Education AND TCHE2625 Literacy Test for Initial Teacher Education AND TCHE2632 Extending STEM Education
Note: it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course.
For your information go to RMIT Course Requisites webpage.
Course Description
In this course you will focus on a conceptually rich, strategy-driven approach to the teaching and learning of Number in primary schools. You will be introduced more formally to the links between theory and practice, and relevant aspects of the Australian Curriculum: Mathematics and the Victorian Curriculum F-10.
You will develop your knowledge of concepts, skills and strategies needed to recognise and respond effectively to student number related learning needs.
Objectives/Learning Outcomes/Capability Development
Program Learning Outcomes
This course contributes to the following program learning outcomes:
PLO1 Develop and apply broad and coherent theoretical and practical knowledge through one or more of the following practices: planning using data; teaching and learning; assessing; feedback and professional judgement; and appraising impact of teaching across a range of disciplines.
PLO7 Engage with school communities and professional networks and communicate with diverse stakeholders in a range of contexts.
Course Learning Outcomes
Upon successful completion of this course, you will be able to:
Graduate APST | ||
1. | Demonstrate a knowledge of the key concepts, skills and strategies involved in the teaching and learning of Number in primary schools | 2.5 |
2. | Use a range of assessment tools to identify student learning needs in the relation to the big ideas in Number, observe and interpret students’ mathematical behaviour, and plan effective learning activities to meet those needs | 5.1 |
3. | Plan, implement, and evaluate effective mathematics learning experiences that promote the negotiation of meaning and support the development of problem solving, mathematical reasoning, conceptual understanding and procedural fluency in relation to Number | 2.3 |
4. | Identify and evaluate current curriculum and appropriate contemporary resources including the use of technologies in designing effective mathematics learning experiences. | 2.1 |
Overview of Learning Activities
You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both.
Students are expected to attend all classes, read the prescribed text (PT) as recommended, actively seek additional resources, participate in class and/or school-based activities as required, seek and respond to feedback, take notes, engage in peer group discussions, critically reflect on their experiences in relation this course, and complete assessment tasks in accordance with the published guidelines.
Overview of Learning Resources
RMIT will provide you with resources and tools for learning in this course through our online systems.
Your prescribed text is: Siemon, D., Warren, E., Beswick, K., Faragher, R., Miller, J., Horne, M., Jazby, D, Breed, M., Clark, J., & Brady, K (2021). Teaching Mathematics: Foundations to Middle Years, Third Edition. Melbourne: Oxford University Press. ISBN 9780190323370
There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal.
Overview of Assessment
You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).
Assessment Tasks
Title | Weighting | CLOs | APSTs | |
AT 1 | Mini Written Test: Understanding of the key number ideas and strategies | 25% | 1 | 2.5 |
AT 2 | Targeted Teaching Report: Assess student Number needs and plan targeted teaching response | 50% | 2, 3, 4 | 2.1, 2.3, 5.1 |
AT 3
|
Extended Written Test: key number ideas and strategies | 25% | 1 | 5.2 |
Feedback will be given on all assessment tasks.
If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.