Useful links
Unit of study_
EDMT6614: Mathematics Curriculum 3 (Extension)
2024 unit information
This third extension unit of study for student teachers doing double mathematics method aims to enrich knowledge, skills and understanding of calculus-based mathematics courses in the senior secondary years of schooling, and provide an examination of various successful approaches to teaching, learning and assessing. By exploring particular topics from the higher-level calculus-based courses, student teachers will design units of work and present research-based teaching ideas to their peers. The impact of high-stakes assessment on students' motivation and engagement in school mathematics will be considered. By collecting samples of alternative assessment tasks, student teachers will evaluate the efficacy of using similar alternatives to provide constructive feedback to students about their knowledge, skills and understanding of mathematics. Self-theories and views of 'ability' will be considered in relation to the development of school students' mathematical identities. The development of a mathematical identity and its impact on choices to continue to study mathematics in the senior years of schooling and beyond will be investigated. The impact of linguistic, social and cultural backgrounds will be highlighted from the research literature with further discussions about the types of social norms frequently established in mathematics classrooms.
Unit details and rules
Managing faculty or University school:
Education
| Code | EDMT6614 |
|---|---|
| Academic unit | Education |
| Credit points | 6 |
|
Prerequisites:
?
|
48 credit points including EDMT5613 and EDMT5614 and EDMT5663 and EDMT5664 |
|---|---|
|
Corequisites:
?
|
EDMT6613 and EDMT6500 |
| Prohibitions:
?
|
None |
| Assumed knowledge:
?
|
None |
At the completion of this unit, you should be able to:
- LO1. identify misconceptions and issues in the teaching and learning of the Mathematics Extension 1 and Mathematics Extension 2 HSC courses and to address these issues, develop a teaching program and lessons that include a broad range of teaching strategies including ICT
- LO2. develop an understanding of the impact of high-stakes assessment on student engagement and motivation and of the assessment alternatives which can be used for a range of assessment purposes
- LO3. appreciate the relationship between school students' backgrounds, self theories and views of ability, and the development of a mathematics identity which in turn influences decisions about studying mathematics beyond the compulsory years of schooling
- LO4. investigate current theories in mathematics education to further develop research-based pedagogies and awareness of how students learn
- LO5. develop an understanding of the critical role of reflection on practice through teacher inquiry and the approaches to ongoing professional learning including action learning and action research, and the relevant policies and policy documents on professional learning for teachers in NSW schools
- LO6. consider the leadership possibilities available to mathematics teachers including leading a mathematics faculty in a school and active and ongoing participation in professional teacher associations.
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.
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.
