Outline

Overview

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

Unit code	EDMT5664
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	24 credit points including EDMT5613 and EDMT5614 and EDMT5676
Corequisites ?	EDMT5663
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ben Zunica, benjamin.zunica@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Portfolio of rich tasks The portfolio will be presented as a website and completed in pairs.	50%	Please select a valid week from the list below Due date: 08 Nov 2023 at 23:59	2000 words per person
Outcomes assessed:
Assignment	Reading and writing about teaching and learning in mathematics Paper and class presentation	50%	Week 09 Due date: 08 Oct 2023 at 23:59	2500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Please note, there is an admin error in the Handbook regarding word counts for the assessments in this unit. The word count information in this outline is correct.

Reading and writing about teaching and learning in mathematics (individual): Choose a topic or area of interest, relevant to the teaching and learning of mathematics in Years 9 or 10, which you would like to explore further. This could be a topic area from the syllabus such as fractions, linear equations or probability. Select four journal articles by different authors from different teachers’ or education research journals on this topic or issue. By synthesising the key ideas from your summaries, write a short article for teachers, which would be suitable for publication in a teachers’ journal (eg Reflections), and make a 10 minute presentation to the class.
Portfolio of rich tasks (in pairs): Create a portfolio of 8 rich tasks, identifying the features of each that make it suitable to be described as rich. The tasks could include activities, problems or investigations suitable for students from one of Stage 5.1, 5.2 or 5.3. At least two of the tasks should be technology based. Include a cover page stating the Stage for which the tasks are targeted. For one of the tasks, design an assessment rubric to be used to assess students’ knowledge and understanding.

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 that 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 that 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	Unit overview and recap of algebra K-8. Further examination of TPACK in context	Workshop (4 hr)
Week 02	More on Algebra in Stage 5. Introduction to Computational Thinking in Mathematics. Working with Functions. Giving useful feedback to students.	Workshop (4 hr)
Week 03	Participating in the surveyors in mathematics workshop at Sydney Olympic park.	Workshop (4 hr)
Week 04	Supporting problem-solving in Stage 5. Newman problem-solving interviews. Understanding the importance of Literacy in Mathematics. Reflecting on proficiency strands and working mathematically in the NSW syllabus. Introduction to Networks.	Workshop (4 hr)
Week 09	Essay presentations.	Workshop (4 hr)
Week 10	Rich tasks in mathematics. Exploration of rich tasks for problem-solving and reasoning. Streaming in Mathematics. Developing relationships with parents and students.	Workshop (4 hr)
Week 11	Topics in difficult path units including Polynomials, Logarithms and Circle Geometry. Rich Task Reflections. The effect of external tutoring. Relationships with colleagues as a new teacher.	Workshop (4 hr)
Week 12	Further exploration of Trigonometry, Bivariate Statistics and Financial Mathematics. Linking to units in stage 6 and techniques for advising students of their options. Discussion on the role of inquiry in the mathematics classroom.	Workshop (4 hr)
Week 13	More on proportional reasoning, measurement and geometry in Stage 5. Supporting project work in mathematics. Techniques for behaviour management in the context of secondary mathematics.	Workshop (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

Textbooks:

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.E., Lindquist, M.M., Lambdin, D.V., Smith, N.L., Rogers, A., Cooke, A., Robson, K., Ewing, B. & West, J. (2020). Helping children learn mathematics. 3rd Australian Edition. Milton, QLD: John Wiley & Sons Australia, Ltd.

Essential Readings:

Anderson, J. (2010). Collaborative problem solving as modeling in the primary years of schooling. In B. Kaur & J. Dindyal (Eds.), Mathematical Applications and Modelling. Yearbook of the Association of Mathematics Educators, (pp. 78-93). Singapore: World Scientific.

Anderson, J. (2011). Implementing the proficiency strands from the draft Australian Curriculum: Mathematics K-10. Reflections, 36(1), 1-5.

Attard, C. (2013). Engaging maths: Higher order thinking with thinking keys. Sydney: MTA

Clarke, D. & Roche, A. (2014). Engaging maths: 25 favourite lessons. Melbourne: Mathematics Teaching and Learning Centre.

Dole, S. (2008). Ratio tables to promote proportional reasoning in the primary classroom. Australian Primary Mathematics Classroom, 13(2), 18-22. (http://www.proportionalreasoning.com/uploads/1/1/9/7/11976360/ratio_tables_to_promote_proportional_reasoning_in_the_primary_classroom.pdf)

Ellis, A. (2013). NCTM research brief: Teaching ratio and proportion in the middle grades. Reston, VA: NCTM. (http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/research%20brief%2021%20-%20Teaching%20Ratio%20and%20Proportion%20in%20the%20Middle%20Grades_Final(1).pdf)

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Sydney: Allen & Unwin.

MacGregor, M. (2002). Using words to explain mathematical ideas. Australian Journal of Language and Literacy, 25(1), 78-88.

MacGregor, M., & Stacey, K. (1992). A comparison of pattern-based and equation solving approaches to algebra. Paper presented at the 15th annual conference of MERGA. (http://www.merga.net.au/documents/RP_MacGregor_Stacey_1992.pdf)

Melanese, K., Chung, L. & Forbes, C. (2011). Supporting English language learners in math class: Grades 6-8. Sausalito, CA: Math Solutions, Scholastic Inc.

Mertler, C. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation, 27(5). (http://www.curriculumsupport.education.nsw.gov.au/timetoteach/assess/docs/rubric_article.pdf)

Moschkovich, J. (2011). Supporting mathematical reasoning and sense making for English learners. In M. E. Strutchens & J. R. Quander, Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students (pp. 17-35). Reston, VA: NCTM. (http://s3.amazonaws.com/academia.edu.documents/30427589/Moschkovich_2011_NCTM.PDF?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1390183809&Signature=ylhkoP3gBral6Ssw8zjGTZP1PAI%3D&response-content-disposition=inline)

Shield, M., & Dole, S. (2008). Proportion in middle school mathematics: It’s everywhere. Australian Mathematics Teacher, 64(3), 10-15. (http://files.eric.ed.gov/fulltext/EJ818727.pdf)

Siemon, D., Breed, M., & Virgona, J. (2005). From additive to multiplicative thinking: A big challenge in the middle years. In J. Mousley, L. Bragg, & C. Campbell (Eds.) Mathematics – Celebrating Achievement, Proceedings of the 42nd Conference of the Mathematical Association of Victoria, Melbourne: MAV.

Sullivan, P., (2011). Teaching mathematics: Using research-informed strategies. Camberwell, Vic.: Australian Council for Education Research. (http://research.acer.edu.au/aer/13/)

Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. London, UK: Department of Education and Skills Standards Unit.

http://maths-no-fear.wikispaces.com/file/view/Malcolm+Swan-Improving+learning+in+mathematics-challenges+and+strategies.pdf

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. 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.

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) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 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. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (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. 3.3.1. (Graduate) Include a range of teaching strategies.
	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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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) - 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. 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.
	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.

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

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

EDMT5664: Mathematics Curriculum 2 (Extension)

Semester 2, 2023 [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