Outline

Overview

This compulsory unit of study is the third and final unit in primary mathematics education. It is designed to build on the content and ideas introduced in Mathematics Education 1 and 2, with emphasis on Number and Algebra Strand in Stages 2 and 3 of the NSW Mathematics Syllabus for the Australian Curriculum. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks and assessment-based planning for teaching.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and (EDUP3009 or EDUP3010) and EDUP3034
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Heather McMaster, heather.mcmaster@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment 1a Writing a diagnostic interview Assessment-based planning part A of a 3-part assignment. See Canvas.	5%	Week 03 Due date: 08 Mar 2024 at 23:59	200 words
Outcomes assessed:
Assignment	Assignment 1b Student profile Assessment-based planning part B of a 3-part assignment. See Canvas.	45%	Week 06 Due date: 29 Mar 2024 at 23:59	1250 words
Outcomes assessed:
Assignment	Assignment 1c Unit of work design Assessment-based planning part C of a 3-part assignment. See Canvas.	20%	Week 08 Due date: 19 Apr 2024 at 23:59	800 words
Outcomes assessed:
Assignment	Professional Learning Concept explanation using digital media. See Canvas.	30%	Week 11 Due date: 06 May 2024 at 23:59	750 words equivalent
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment-based planning: This is a three-part assignment requiring students to develop and demonstrate their ability to design and implement a task-based assessment (diagnostic) interview protocol for stage 2/3 fractions, then plan appropriate learning experiences to cater for the differing needs of a class.
Concept explanation using digital media: Working in pairs, you will create a 3-minute presentation. demonstrating your ability to identify key teaching points on a specific mathematics concept (or very narrow focus topic), communicate effectively with professional peers (i.e. fellow teachers), and demonstrate critical appreciation of digital media in mathematics education.

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).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Exceptional
Distinction	75 - 84	Very high
Credit	65 - 74	Good
Pass	50 - 64	Acceptable
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Unit introduction; 2. Representations in mathematics; 3. Issues in fractions learning; 4. Assignment 1 briefing	Lecture (1 hr)
Week 01	1. Multiple representations of fractions concepts and processes; 2. Whole class lessons using technology	Tutorial (1 hr)
Week 02	1. Fractions framework – development of proportional thinking; 2. Task-based interviews	Lecture (1 hr)
Week 02	1. Designing diagnostic tasks for fractions concepts and skills; 2. Feedback on assessment	Tutorial (1 hr)
Week 03	1. Multiplicative thinking and proportional reasoning; 2. Equivalence and operations with fractions	Lecture (1 hr)
Week 03	1. Supporting transition to mental strategies and symbolic notation; 2. Calculators for fractions; 3. Anticipating misconceptions and misunderstandings	Tutorial (1 hr)
Week 04	Place value with whole numbers and decimal fractions	Lecture (1 hr)
Week 04	1. Tasks and resources to promote understanding of decimal fractions; 2. Designing open-ended tasks; 3. Connecting multiple representations	Tutorial (1 hr)
Week 05	1. Number sense and mental strategies; 2. Estimation and approximation	Lecture (1 hr)
Week 05	1. Developing addition and subtraction algorithms; 2. Concrete to abstract transitions	Tutorial (1 hr)
Week 06	1. Designing lesson sequences; 2. Differentiation	Lecture (1 hr)
Week 06	Group meetings	Tutorial (1 hr)
Week 07	1. Using technology; 2. Assignment 2 briefing	Lecture (1 hr)
Week 07	Developing multiplication and division strategies and algorithms	Tutorial (1 hr)
Week 08	Algebraic thinking and working mathematically	Lecture (1 hr)
Week 08	Investigation and generalisation – promoting engagement, reasoning and communication; 2. Mixed interaction patterns and productive discussion	Tutorial (1 hr)
Week 09	1. Expectation and variation; 2. Chance framework – probabilistic thinking	Lecture (1 hr)
Week 09	1. Social, experimental and theoretical probability; 2. Connecting multiple representations; 3. Social context and the role of language	Tutorial (1 hr)
Week 10	1. Data handling and argumentation – statistical thinking; 2. Utilising software and the internet	Lecture (1 hr)
Week 10	1. Organising, representing and displaying data; 2. Critical evaluation of data processes; 3. Teaching strategies to enhance intellectual quality	Tutorial (1 hr)
Week 11	1. Numeracy & integration; 2. STEM & STEAM	Lecture (1 hr)
Week 11	1. Student presentations of concept explanations	Tutorial (1 hr)
Week 12	1. Continued professional learning; 2. Programming mathematics	Lecture (1 hr)
Week 12	1. Student presentations of concept explanations (continued) 2. Q&A preparation for teaching maths during Profesional Experience placement	Tutorial (1 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 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

All readings for this unit can be accessed on links available on Canvas.

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.

Outcomes
Graduate qualities

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

LO1. use a diagnostic interview to assess a child’s level of mathematical thinking and analyse the results in relation to a research-based framework of number development
LO2. demonstrate the ability to work collaboratively with peers in the design of a sequence of learning experiences based on the outcomes of diagnostic assessments
LO3. utilise appropriate ICT to further your own knowledge in mathematics education and communicate professionally with peers
LO4. develop the ability to choose, provide and use appropriate mathematical activities that promote risk taking, foster efficient learning strategies, develop positive attitudes, promote enjoyment and provide opportunities for children to create for themselves mathematical thinking skills
LO5. demonstrate your understanding of a variety of assessment strategies, including clinical interviewing, observation and work sample analysis, and evaluate, record and report a child’s developing mathematical need
LO6. demonstrate the integration of theory and practice through the choice of activities and assessment methods
LO7. build on your own personal philosophy of how children learn mathematics based on readings, reflections and practical experiences.

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

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 except the textbook has been removed and learning outcomes have been added to each lecture and tutorial class.

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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDUP4074: Mathematics Education 3

Semester 1, 2024 [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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links