Course Title: Introducing School Mathematics and Numeracy

Part A: Course Overview

Course Title: Introducing School Mathematics and Numeracy

Credit Points: 12.00

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2458

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 2 2014,
Sem 2 2015,
Spring2015,
Sem 2 2016,
Sem 2 2017,
Sem 2 2018,
Sem 1 2019,
Sem 1 2020

TCHE2494

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 2 2014,
Sem 2 2015,
Sem 2 2016,
Sem 2 2017,
Sem 2 2018

Flexible Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2458

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

UGRDFlex17 (WINT)

TCHE2458

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

UGRDFlex18 (All)

Course Coordinator: Dan Jazby

Course Coordinator Phone: +61 3 9925 7864

Course Coordinator Email: dan.jazby@rmit.edu.au

Course Coordinator Location: 220.03.01

Course Coordinator Availability: via email appointment


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This course focuses on the teaching of mathematics and numeracy in primary settings. It looks at why and how the teaching of school mathematics has changed in response to an increased focus on numeracy and mathematical reasoning. There is a strong emphasis on extending your knowledge and confidence in mathematics. You will participate in the practices and strategies that primary school teachers use to enhance numeracy and mathematical reasoning. These include open-ended questions, problem-solving, rich tasks, mathematical games and innovative uses of resources, including ICT and multimedia.


Objectives/Learning Outcomes/Capability Development

Upon successful completion of this course, you will be able to:

 

AITSL Standards

1.Develop and apply knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of mathematics and numeracy

2.1, 2.5

2.Demonstrate creativity in planning effective mathematics and numeracy learning experiences for primary-aged children including ICT, to expand learning opportunities

1.1, 1.2, 1.3, 2.5, 2.3, 2.6

3.Use appropriate and relevant numeracy teaching strategies and resources,

3.2, 3.4

4.Consolidate your own conceptual understandings and skills in numeracy and mathematical reasoning.

2.1

 


In this course you will develop the following program learning outcomes:

  • Demonstrate broad and coherent theoretical and technical knowledge in education
  • Critically analyse and apply theoretical and practical knowledge and skills to your professional practice in curriculum, pedagogy and assessment across a range of disciplines, reflecting a graduate level of proficiency in teaching
  • Apply initiative, judgement, creativity, critical thinking and problem solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts to enhance your practice

  • Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out, learning from constructive feedback and adapting to meet the demands of the profession


Overview of Learning Activities

You will be engaged in learning that involves a range of activities including lectures,online activities, tutorials, practical activities directly related to the mathematics classroom, assigned tasks, collaborative group work, discussion, and critical reflection. A major emphasis will be placed on an interactive, activity-centred, problem-based approach to learning mathematics.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.


Overview of Assessment

You will be assessed on how well you meet the course learning outcomes and on your development against the program learning outcomes. Assessment will cover both theoretical and practical aspects of your learning.

AT 1: Knowledge of Content Test and Attitude to Mathematics Questionnaire

You will solve mathematics questions up to a mid-primary level, and complete a questionnaire regarding how you feel when you’re asked to do various tasks that involve mathematics.  10% CLO1, CLO4

 

AT 2:Assessment of Children’s Mathematical Thinking You will assess a child’s mathematical thinking and provide a summary report of his thinking in relation to counting, place value and addition and subtraction. You will choose one focus area (either counting, place value or addition and subtraction), and provide a recommendation for a teaching and learning activity that you think would be suitable for the student. Explain why you think the task is appropriate supported with links to relevant educational literature. 40% CLO1, CLO2, CLO3.

 

AT3: Numeracy Lesson Plan 30% Develop a numeracy lesson plan which is designed to help students learn mathematics content as well as content from a learning area outside of mathematics CLO1, CLO2, CLO3

 

AT4: Maths and Pedagogy Test  20% This exam will be conducted in Week 10 in-class. It will take 1 hour and will be composed in equal part of maths content questions and pedagogical questions..  CLO1, CLO4.

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 manager or the Equitable Learning Services if you would like to find out more.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/students/assessment assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: www.rmit.edu.au/browse;ID=qwxbqbg739rl1