Course Title: Support students' mathematics learning for numeracy

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: TCHE5795C

Course Title: Support students' mathematics learning for numeracy

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Soosan Kian

Course Contact Phone: +61 3 9925 9183

Course Contact Email:soosan.kian@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 knowedge 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.  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


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:

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
 

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
 


Learning Outcomes


This unit 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 Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching and Directed Study. 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. 

Work placement
 


Teaching Schedule

Program Dates: Mon 4th February – Friday 13th December 2013
Term Breaks: Mon 8th April – Fri 12th April 2013; Mon 1st July – Fri 12th July 2013; Mon 23rd Sept – Fri 4th Oct 2013
Public holidays: Mon 11th March (Labour Day); Fri 29th March (Good Friday); Mon 1st April (Easter Monday); Thurs 25th April (ANZAC Day); Mon 10th June (Queen’s Birthday); Tues 5th November 2013 (Melbourne Cup)
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.
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.
 

Semester 1

Week 1-4

Mathematical knowledge and skills appropriate to the students being supported
Mathematical concepts and operations relevant to the year levels and the needs of students
Language associated with mathematics and numeracy as used by supervising teacher/s
Questions to encourage critical thinking about mathematics and its use as a learning tool
Differences between the roles and responsibilities of teachers and education support workers
The role of education support personnel in implementing planned mathematics activities with students

Discussion, Q&A activities, Evidence Guide

Week 5-8
Mathematical concepts and operations relevant to the year levels and the needs of students
Language associated with mathematics and numeracy as used by supervising teacher/s
Strategies to encourage critical thinking about mathematics and its use as a learning tool
Communication strategies; questioning strategies
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy

Discussion, Q&A activities

Assignment/project1Research/Q&A

Week 9-12
Applying mathematical concepts applicable to the year levels in which they operate, i.e. early childhood, primary, secondary
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy
Effective interpersonal communication for assisting/supporting students and teachers
Consulting with the teaching team and other education support workers on workplace procedures and new approaches to accommodate individual student requirements
Problem-solving and scaffolding problem-solving
Initiative - to use appropriate support strategies when opportunities arise and to inform teachers of student abilities

Discussion, Q&Aactivities

 

 

Week 13-16
Applying mathematical concepts applicable to the year levels in which they operate, i.e. early childhood, primary, secondary
Identification, collating and developing resources to support development of mathematics skills and knowledge for numeracy
Effective interpersonal communication for assisting/supporting students and teachers
Consulting with the teaching team and other education support workers on workplace procedures and new approaches to accommodate individual student requirements
Problem-solving and scaffolding problem-solving
Initiative - to use appropriate support strategies when opportunities arise and to inform teachers of student abilities


Discussion, Q&A activities

Week 17-20
Reflecting on experiences supporting students’ mathematics learning for numeracy

Discussion, Q&Aactivities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience promoting and responding to workplace diversity; e.g Observation/ Demonstration, Thirdparty


Semester 2
Week 1-4
Graphs in media
Statistics
Measures of tendency

Discussion, Q&A activities

Week 5-8
Visual representation of averages
Constructing and designing graphs


Discussion, Q&A activities

Assignment/project 2 – Research/Scenarios

Week 9-12
Selecting appropriate graphs for a range of data
Directed numbers revisited
More on statistics - averages


Discussion, Q&A activities

Week 13-16
Formulae (structure, process and purpose)
Measurements (calculations and conversions)

Discussion, Q&A activities
Folio - Presentation of folio (oral and written)

Week 17-20
Mathematics skills and knowledge
Mental computations and calculations
Problem solving in everyday life


Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment/Project1 and 2, Evidence of practical experience promoting and responding to workplace diversity; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
 

 


 


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 policy 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 see http://www1.rmit.edu.au/students/assessment 


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:
CC – Competency credit
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