Outline

Overview

The aim of this unit of study is to introduce issues associated with the teaching and learning of mathematics from Kindergarten to Year 12 to student teachers undertaking both double and single secondary mathematics method. The continuum of learning for K to 10 will be explored as it outlines the developmental nature of learning mathematics, building concepts across the transitional stages of schooling, and considering strategies to address the learning needs of the full range of students in the mathematics classroom. The importance of building upon learning in the primary school years will be a key focus in this first mathematics methods unit of study. Particular issues in the teaching and leaning of mathematics will be addressed through the investigation of scenarios related to school contexts. To reflect the collaborative nature of working in a team of teachers in schools, student teachers will form small learning teams to explore scenarios, related to high school settings. In these teams, student teachers will be required to collaboratively investigate the issues raised in the scenarios and plan sequential learning experiences appropriate for high school students.

Unit details and rules

Unit code	EDMT5613
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Maria Quigley, maria.quigley@sydney.edu.au
Lecturer(s)	Deborah Tully, deborah.tully@sydney.edu.au
Lecturer(s)	Katherin Cartwright, katherin.cartwright@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Personal Reflection: Addressing the mathematics learning needs of all students through differentiation More details can be found on Canvas.	50%	-	2200 words
Outcomes assessed:
Assignment	Theory and Practice Please see Canvas for more details.	30%	Multiple weeks	Part A 700 words pp; Part B 600 words
Outcomes assessed:
Presentation	Lesson Presentation Please see Canvas for more details.	20%	Week 14 (STUVAC)	Equivalent to 1000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

For Master of Teaching courses, units of study are awarded either a Satisfied Requirements or Failed Requirements.

Result name	Mark range	Description
Failed Requirements	No mark	When you don’t meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
Satisfied Requirements	No mark	When you meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Understanding the place value system	Lecture (1 hr)
Week 01	1. Unit overview; 2. Role of mathematics in school curriculum; 3. Challenges for mathematics teachers	Seminar (2 hr)
Week 02	Fraction concepts and their relationship with decimals and percentages	Lecture (1 hr)
Week 02	Working mathematically in the curriculum	Seminar (2 hr)
Week 03	Number lines and introducing negative integers	Lecture (1 hr)
Week 03	1. How students learn mathematics; 2. Syllabus continuum of learning; 3. Common student misconceptions	Seminar (2 hr)
Week 04	Mental strategies and the four operations	Lecture (1 hr)
Week 04	1. Problem solving and inquiry in the maths classroom; 2. Attitudes to learning mathematics; 3. Participation and engagement in school mathematics	Seminar (2 hr)
Week 05	Progressing students from additive to multiplicative thinking	Lecture (1 hr)
Week 05	Developing number concepts and number sense	Seminar (2 hr)
Week 06	Multiplicative thinking within rates and ratios	Lecture (1 hr)
Week 06	1. Diversity in mathematics classrooms; 2. The impact of background characteristics on learning	Seminar (2 hr)
Week 07	1. Using the NSW syllabus document K to 10 to plan for teaching and learning; 2. Goal setting in lessons to challenge students	Seminar (2 hr)
Week 08	1. Lesson planning; 2. Engagement in mathematics classrooms	Seminar (2 hr)
Week 09	1. Differentiation of mathematics learning; 2. Evaluation of lessons; 3. Constructive feedback to colleagues	Seminar (2 hr)
Week 10	1. The development of Algebra K to 10; 2. Teaching sequences for algebra	Seminar (2 hr)
Week 11	1. Number and algebra tasks	Seminar (2 hr)
Week 12	1. Teaching beliefs about teaching and learning mathematics; 2. The role of ICTs in promoting learning and engagement in mathematics	Seminar (2 hr)
Week 13	1. Literacy and numeracy learning including NAPLAN; 2. Resource materials including textbooks	Seminar (2 hr)
Week 14 (STUVAC)	Individual presentations of learning tasks	Presentation (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Board of Studies (BOS) NSW. (2012). Mathematics K-10 Syllabus. Sydney: BOSNSW. (http://syllabus.bos.nsw.edu.au/)

Hine, G., Reaburn, R., Anderson, J., et al (2016). Teaching secondary mathematics. Sydney: Cambridge.

Reys, R., Lindquist, M., Lambdin, D.V., et al. (2020). Helping Children Learn Mathematics, (3rd Australian Edition). Milton, QLD: Wiley.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematics content and teaching strategies appropriate for learning mathematics effectively
LO2. use curriculum and a range of resources to design and organise mathematics content into effective learning and teaching sequences and lesson plans that use a diversity of teaching strategies
LO3. demonstrate knowledge and understanding of research into how students learn mathematics, identify strategies to support inclusive student participation and engagement in secondary mathematics contexts, and develop teaching strategies using ICT to expand curriculum learning opportunities for students
LO4. demonstrate knowledge and understanding of strategies for differentiating mathematics teaching and set appropriate and achievable learning goals for students with varying knowledge, skills and understandings in secondary mathematics classrooms
LO5. demonstrate understanding of literacy and numeracy teaching strategies appropriate for the mathematics classroom and demonstrate teaching strategies that are responsive to the learning needs of students from diverse linguistic and cultural backgrounds
LO6. collaboratively plan lesson sequences and a teaching program designed to meet the needs of students in a particular secondary mathematics context, evaluate teaching programs designed by colleagues, and through delivery of a lesson, demonstrate the capacity to organise classroom activities and provide clear directions, and demonstrate a range of verbal and non-verbal communication strategies to support engagement
LO7. demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the mathematics education of Aboriginal and Torres Strait Islander students.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

More information about this Unit of Study can be found on Canvas.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT5613: Mathematics Curriculum 1

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect