edu1tna teaching number and algebra
TEACHING NUMBER AND ALGEBRA
EDU1TNA
2016
Credit points: 15
Subject outline
This is a core subject in which first year education students develop a firm grounding in the threshold knowledge required for teaching primary school mathematics. The focus is on student skill development in the key areas of teaching number and algebra. During the semester students will reflect on prior mathematical experience, examine current research and curriculum documents, learn how to develop primary classrooms as mathematical communities and how to develop mathematical logic, reasoning, conjecture, problem solving and invention. ICT skills associated with accessing, processing and communicating in a blended learning environment are embedded within the course and utilised in assessment tasks.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorPeter Sanders
Available to Study Abroad StudentsYes
Subject year levelYear Level 1 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Only available to students enrolled in the following courses: EBES - Bachelor of Educational Studies, EBTP - Bachelor of Teaching (Primary), EBTS - Bachelor of Teaching (Secondary), EBOCE - Bachelor of Outreach and Community Education, and EBTOCE - Bachelor of Teaching (Outreach and Community Education)
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Illustrated Maths Dictionary (4th Ed) | Recommended | De Klerk, J.(2007) | LONGMAN |
| Readings | Teaching mathematics in primary schools | Recommended | Jorgensen R., Dole S. (2011) | ALLEN & UNWIN |
| Readings | Teaching primary mathematics (4th Ed) | Recommended | Booker, G., Bond, D., Sparrow L., Swann P. | PEARSON, PRENTICE HALL |
Graduate capabilities & intended learning outcomes
01. Use mathematical curriculum documents.
- Activities:
- TBE
02. Develop good communication (verbal and written), questioning and listening skills.
- Activities:
- TBE
03. Work collaboratively as a member of a team.
- Activities:
- TBE
04. Identify pedagogical approaches to the teaching of mathematics to primary age children.
- Activities:
- TBE
05. Appreciate the role of research and additional resources in supporting mathematics teaching.
- Activities:
- TBE
06. Reflect on mathematical experiences, both past and present, to develop a pedagogical philosophy.
- Activities:
- TBE
Subject options
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Melbourne, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorPeter Sanders
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay developing a philosophical framework onthe teaching of primary mathematics (2000 words) | Hurdle Requirement: Students must achieve a score of at least 80% on a Mathematics Competency Test in order to pass this subject. Students who do not achieve a satisfactory outcome will need to re-sit an equivalent test. | 50 | 01, 02, 04, 05, 06 |
| Group presentation of mathematics conceptual focus (equivalent of 1000 words) | 25 | 01, 02, 03, 05 | |
| Reflective Feedback on group presentation (1000 words) | 25 | 01, 02 |