Course Title: Develop workplace numeracy
Part B: Course Detail
Teaching Period: Term2 2011
Course Code: MATH5324
Course Title: Develop workplace numeracy
School: 360T Education
Campus: City Campus
Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)
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
Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650
Nominal Hours: 50
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 will focus on the skills and knowledge required to document workplace and community use of numeracy and mathematical solutions, to solve mathematical problems and to create and use mathematical teaching aids.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
AIED301B Develop workplace numeracy |
Element: |
1 Document workplace and community requirements for numeracy and mathematical solutions |
Performance Criteria: |
1.1 Document Indigenous community traditions of numeracy (Communication) |
Element: |
2 Solve mathematical problems in the workplace |
Performance Criteria: |
2.1 Apply the language of numeracy in the workplace (Communication) |
Element: |
3 Create and use mathematical aids |
Performance Criteria: |
3.1 Use traditional Aboriginal and Torres Strait Islander mathematical aids (Problem solving) |
Learning Outcomes
Develop the skills and knowledge required to document workplace and community use of numeracy and mathematical solutions, to solve mathematical problems and to create and use mathematical teaching aids.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Documenting workplace and community requirements for numeracy and mathematical
solutions
Documenting Indigenous community traditions of numeracy
Documenting community uses of numeracy
Documenting uses of numeracy in the workplace
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Solving mathematical problems in the workplace
Applying the language of numeracy in the workplace, Formal and informal mathematical
language
Selecting mathematical concepts and applying mathematical strategies to solve problems; e.g.
calculations, estimation, adding, subtracting, multiplying, dividing, measurement
Using calculators to solve problems in the workplace
Discussion, Q&A activities
Assignment 1 – Q&A – mathematical problem solving in the workplace
Week 10-14
Theory– Solving mathematical problems in the workplace
Formal and informal mathematical language
Calculations, estimation, adding, subtracting, multiplying, dividing, measurement
Percentages, graphs
Using calculators to solve problems in the workplace
Discussion, Q&A activities
Week 15-18
Theory – Diversity in maths
Different ways of using maths; e.g. seasonal and daily cycles, sun, moon, hunting,
trading,
Counting, banking, trading, shopping
Discussion, Q&A activities
Progress interview – Evidence guide, Evidence of practical experience using numeracy in the workplace; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Creating and using mathematical aids
Using traditional Aboriginal and Torres Strait Islander mathematical aids
Creating mathematical aids for particular strategies and problems
Demonstrate mathematical problem solving strategies using mathematical aids
Discussion, Q&A activities
Week 5-9
Theory – Creating and using mathematical aids
Using traditional Aboriginal and Torres Strait Islander mathematical aids
Creating mathematical aids for particular strategies and problems
Demonstrate mathematical problem solving strategies using mathematical aids
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– Solving mathematical problems in the workplace
Graphing
Collecting and graphing data
Interpreting and evaluating graphs
Discussion, Q&A activities
Project – Presentation of folio (oral and/or written)
Evidence for resolution of mathematical problems and creation and use of mathematical aids
on at least two occasions to demonstrate consistency of performance, for the workplace.
Week 15-18
Theory –
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
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
• Review of products 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.
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 documents, and/or photographs and/or video and audio files
• Review of products 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 Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview