Course Title: Support students' mathematics learning for numeracy

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: TCHE5795C

Course Title: Support students' mathematics learning for numeracy

School: 360T Education

Campus: Brunswick Campus

Program: C4326 - Certificate IV in Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Armen Dickranian armen.dickranian@rmit.edu.au 9925 9494

Soosan Kian soosan.kian@rmit.edu.au  9925 9183

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the skills and knowledge required by education support workers to work with teachers to support students developing their mathematics skills for numeracy, including using number, measurement, estimation and problem solving.
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS408A Support students' mathematics learning for numeracy

Element:

1. Facilitate application of mathematics skills for numeracy

Performance Criteria:

1.1 Identify and explain a variety of numeracy demands and opportunities in daily life
1.2 Demonstrate the different functions of mathematics using activities and examples
1.3 Monitor students' understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning
1.4 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s
1.5 Develop numerate understandings appropriate to students' culture, age, abilities, interests and needs
1.6 Use examples and activities to highlight and explain applications of mathematics for numeracy to scaffold learning
1.7 Model use of mathematics skills appropriate to a range of life and workplace situations relevant to specific students
 

Element:

2. Support students to develop mathematics skills for numerate understanding

Performance Criteria:

2.1 Determine strategies for supporting students in the application of mathematics skills for numeracy in consultation with the teacher/s
2.2 Implement planned strategies to enhance the abilities of students and address their individual needs
2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts
2.4 Use explicit talk to focus students on specific mathematics knowledge and skills to be numerate
 

Element:

3. Enhance students' mathematics knowledge and skills through structured activities

Performance Criteria:

3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students' learning
3.2 Implement strategies devised with teacher/s to develop students' skills in the use of mathematics for numeracy understanding
3.3 Use planned strategies to engage students in identifying mathematical knowledge and skills for numeracy across all key learning areas
3.4 Encourage students to improve mental computation and calculation skills using strategies appropriate to students' developmental levels
3.5 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
3.6 Encourage students and build their confidence to attempt problem solving that requires the use of mathematics knowledge and skills
 

Element:

4. Design resources to support mathematics learning for numeracy

Performance Criteria:

4.1 Plan learning environments and activities in advance with the teacher/s
4.2 Design resources, in consultation with teacher/s, to reinforce mathematical knowledge and skills, while fulfilling curriculum requirements
4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s
 


Learning Outcomes


The course provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce mathematics skills for numeracy across the curriculum and to support students during various phases in the acquisition of numeracy competence.  This course applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


Details of Learning Activities

This unit is part of Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

Group discussion 

Research assignments

Guest speakers

Oral and/or written questions on "What if?" scenarios

Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Professional placement
 


Teaching Schedule

Program Dates: Mon 10th February – Friday 20th June 2014
Term Breaks: Mon 21st April – Fri 25th April 2014
Public holidays: Monday 10th March 2014 (Labour Day), Friday 18th April (Good Friday), Monday 9th June  2014 (Queen’s Birthday)

This unit will be delivered weekly.  The times will be outlined in the program delivery plans which are updated each week. 

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.  Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.

Week 1-4
Diagnostic Assessment
Positive memory of mathematics when in primary school
What is numeracy and how is it used in daily life?
Numerical systems
Open Ended Questions
Providing feedback to the teacher

Individual and small group numeracy activities

Week 5-8
Relevant topics in mathematics
Emphasis on methodology
Numeration systems
Roman numerals in relation to place value

Individual and small group numeracy activities
Assignment – reflect on benefits of maths activities

Week 9-12

Probability intro and calculating as fractions and percentages
Converting fractions to percentages and vice versa
Exploring methods of subtraction
Intro to prime numbers
Introduction to fractions as proportions of a whole
Create a “fraction wall” and apply it to certain equations

Individual and small group numeracy activities
Mid semester Progress interviews
Numeracy Assessment task 1

Week 13-16

Fractions - Adding, subtracting, multiplying and dividing
Introduction to directed numbers and its application to the real world
Numeracy in Cognitive development
Piaget’s four-stage theory

Individual and small group numeracy activities
Numeracy Assessment task 2

Week 17-18

Focus on worded problems
Abstract and logical thinking - Challenging problems
Advanced logical problem
Critical analysis to a new set of problems

Individual and small group numeracy activities
Numeracy Assessment task 3: Review folio of final assessments
 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)
 


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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 the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
 


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice 

• Oral or written questioning 

• Assignments and projects 

• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files 

• Review of work produced through work-based or course activities 

• Third-party feedback from a work supervisor/employer 

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:

CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other Units of competency from the program.

All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
 

Course Overview: Access Course Overview