Course Title: Teaching Measurement, Geometry, Probability and Statistics

Part A: Course Overview

Course Title: Teaching Measurement, Geometry, Probability and Statistics

Credit Points: 12.00

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2479

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2015,
Sem 1 2016,
Sem 1 2017,
Sem 1 2018,
Sem 1 2019,
Sem 1 2020

TCHE2499

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2015,
Sem 1 2016,
Sem 1 2017,
Sem 1 2018,
Sem 1 2019

Flexible Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2479

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

UGRDFlex18 (All)

Course Coordinator: Dr Rebecca Seah

Course Coordinator Phone: +61 3 9925 6632

Course Coordinator Email: rebecca.seah@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

Successful completion of Year 1 Numeracy (TCHE2458 or TCHE2494)


Course Description

This course focuses on a problem-based, ‘hands on’ approach to the teaching of Measurement and Geometry, and Statistics and Probability, two of the content strands in the school curriculum. There is a strong emphasis on developing your knowledge and confidence in the mathematics that underpins school curricula at this level. You will explore and evaluate teaching practices that incorporate appropriate materials, modelling correct language and suitable strategies to engage students to work mathematically.


Objectives/Learning Outcomes/Capability Development

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


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

 

AITSL Standards

Apply your knowledge of how students learn to the design of effective learning and teaching sequences and lesson plans to support learning in mathematics and numeracy, with a focus on measurement, geometry, probability and statistics

1.2, 2.2, 2.3. 3.2

Develop and apply knowledge of the concepts, substance and structure of the content and teaching strategies of mathematics and numeracy, with a focus on measurement, geometry, probability and statistics

2.1, 2.5

Demonstrate knowledge of a range of resources, including ICT, that engage students in their mathematics and numeracy learning.

3.4

Use appropriate and relevant numeracy teaching strategies in the primary classroom

2.5

Consolidate your own conceptual understandings and skills in numeracy and mathematical reasoning, with a focus on measurement, geometry, probability and statistics.

2.1, 2.5


Overview of Learning Activities

You will be engaged in learning that involves a range of activities both face to face and online such tutorials, group and class discussion, group activities and individual research.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources will be provided by your lecturer, including books, journal articles and web resources. You will also be expected to seek further resources relevant to the focus of your own learning.


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: Learning Portfolio, 40%  CLO2, CLO5

A series of short problem-solving tasks that will develop your mathematical and pedagogical content knowledge and reasoning ability.

AT 2: Investigation Task, 20% CLO1, CLO2, CLO3, CLO4

Design a teaching sequence that demonstrates your conceptual understanding and knowledge of the underlying principles of measurement, including a range of teaching strategies, including ICT.

AT 3: Test of Pedagogical Content Knowledge, 40%  CLO2, CLO3, CLO4

This task will assess your knowledge of the key ideas and strategies addressed throughout the course on children’s learning of geometry, measurement, statistics and probability. You are expected to engage in the weekly tasks as planned in the Learning Portfolio, from regular study groups to develop your knowledge and ability to communicate your reasoning mathematically. 

 

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 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 course 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