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Unit of study_
EDMT5664: Mathematics Curriculum 2 (Extension)
2024 unit information
This second extension unit of study for student teachers doing double mathematics method aims to develop further knowledge of mathematics learning from Kindergarten to Year 12 and builds on student teachers' knowledge of the mathematics curriculum documents. The development of algebraic thinking and proportional reasoning in the primary school years and beyond will be explored. These two concepts provide a sound basis for learning across all of the stages of schooling and link closely to many other aspects of the mathematics curriculum. The processes required to work and think mathematically will be explored in detail including problem solving and reasoning. The types of problem solving and modelling tasks, which are most suitable for cooperative groups will be considered with opportunities to evaluate a range of tasks. Rich problem-solving tasks will be designed and evaluated for use in middle school classrooms. The rich tasks will be compared to textbook questions and the pedagogical differences between teaching using rich tasks and teaching from the textbook will be evaluated. Research comparing such approaches will be used to challenge the student teachers' beliefs about the teaching and learning of mathematics in secondary classrooms.
Unit details and rules
Managing faculty or University school:
Education
| Code | EDMT5664 |
|---|---|
| Academic unit | Education |
| Credit points | 6 |
|
Prerequisites:
?
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24 credit points including EDMT5613 and EDMT5614 and EDMT5676 |
|---|---|
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Corequisites:
?
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EDMT5663 |
| Prohibitions:
?
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None |
| Assumed knowledge:
?
|
None |
At the completion of this unit, you should be able to:
- LO1. understand how the Working Mathematically processes in the curriculum support student learning and appreciate the importance of problem solving in the development of mathematical competence
- LO2. develop appropriate research-based pedagogies by designing, implementing and assessing rich problem-solving tasks which relate to specific content areas of the curriculum
- LO3. develop strategies to support students' problem-solving efforts in mathematics classrooms by catering for the full range of students using scaffolds such as enabling and extending prompts, cooperative learning strategies, and literacy and language-based supports
- LO4. use research literature to investigate particular curriculum content areas and issues in mathematics education such as student participation and engagement, and develop writing skills appropriate for contributions to professional journals
- LO5. develop knowledge and understanding of the importance of the development of algebraic thinking and proportional reasoning to the whole curriculum and develop strategies to organise content into effective learning and teaching sequences from Kindergarten to Year 12
- LO6. examine mathematics curriculum approaches to the development of both content and processes in other contexts (both national and international) to develop an understanding of current issues in mathematics education.
Unit availability
This section lists the session, attendance modes and locations the unit is available in. There is a unit outline for each of the unit availabilities, which gives you information about the unit including assessment details and a schedule of weekly activities.
The outline is published 2 weeks before the first day of teaching. You can look at previous outlines for a guide to the details of a unit.
| Session | MoA ? | Location | Outline ? |
|---|---|---|---|
|
Semester 2 2024
|
Normal day | Camperdown/Darlington, Sydney |
Outline unavailable
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Modes of attendance (MoA)
This refers to the Mode of attendance (MoA) for the unit as it appears when you’re selecting your units in Sydney Student. Find more information about modes of attendance on our website.
