Outline

Overview

This unit of study is the second in a pair of units providing BEd(Primary) students with the necessary requirements for a primary specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the big ideas surrounding mathematical relationships and reasoning in the Measurement and Geometry strand, and contributes to the development of emerging leadership skills. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience internship.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	144 credit points including EDUP4081 and EDUP4079
Corequisites ?	EDUP4017
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Janette Bobis, janette.bobis@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Development of a rich learning experience part A & B Written Report/Presentation	30%	Multiple weeks	1000 words + 20 minutes presentation
Outcomes assessed:
Assignment	Development of a rich learning experience part C n/a	20%	Week 07	800 words
Outcomes assessed:
Assignment	Reflective statement n/a	50%	Week 12	1000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Development of a rich learning experience part A & B: Develop a rich learning experience that focuses on a common misconception of mathematics concepts and processes from the measurement and geometry strand of the K-10 Syllabus. During the workshop your group will ‘teach’ your peers in the workshops during a 15-minute timeslot followed by 5 minute de-brief.
Development of a rich learning experience part C: Using feedback from your peers, tutor and your own personal reflection on your presentation, write a reflection on the quality and effectiveness of the learning experience to address your selected misconception/error.
Reflective statement: Write a reflective statement on how your identity as a generalist primary teacher with a specialisation in mathematics has been shaped/developed in the three domains of skills/knowledge with a particular focus on experiences of the past four years (including this year).

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	High distinction indicates work of an exceptional standard
Distinction	75 - 84	Distinction is a very high standard
Credit	65 - 74	A credit indicates a good standard
Pass	50 - 64	a pass indicates an acceptable standard
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.

Weekly schedule

WK	Topic	Learning activity
Ongoing	Leading a Culture of Excellence (online Professional Development unit via reSolve website)	Independent study (4 hr)
Week 01	Debrief from professional placement & mentoring unit. Five Practices to move beyond ‘show and tell’. Misconceptions in Measurement Session 1: A focus on Area and Perimeter	Seminar (2 hr)
Week 02	Misconceptions in measurement session 2: a focus on the attributes of angle, mass, area and volume	Seminar (2 hr)
Week 03	Differentiating the curriculum: Ability grouping; gifted and talented; pedagogical moves to maximise the potential of learning for all students.	Seminar (2 hr)
Week 04	Selecting, auditing and evaluating mathematics resources	Seminar (2 hr)
Week 05	Co-teaching presentations session 1. Using Variation Theory to develop lesson sequences & to consolidate learning.	Seminar (2 hr)
Week 06	Co-teaching presentations session 2 Curriculum Planning: Integrating Mathematics/Numeracy across the Curriculum. STEM, STEAM	Seminar (2 hr)
Week 07	Assessment and reporting: Understanding assessment data - NAPLAN Using data to: provide feedback to students/parents; plan year/stage and whole-school improvement.	Seminar (2 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

Stein, M., Engle, R., Smith, M., & Hughes, E. (2008). Orchestrating productive mathematical discussions, Mathematical Thinking and Learning 10, 313-340. http://www.math.chalmers.se/Math/Grundutb/GU/L930MA/H13/Mathematical%20Thinking%20and%20Learning.pdf

Campbell, T., Schwarz, C. & Windschitl, M. et al (2016). What we call misconceptions may be necessary stepping-stones toward making sense of the world. The Science Teacher 83(3), 69-74.

Kennedy, T. (2018). Effectiveness of applying conceptual change approaches in challenging mathematics tasks for low-performing students. In J. Hunter, P. Perger & L. Darragh (Eds.) Making Waves, Opening Spaces. Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, (pp. 447-454). Auckland: MERGA.

Full reading list and a breakdown for each week is available from the Canvas site.

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. demonstrate advanced development of specialised mathematical content knowledge for teaching a diverse range of learners
LO2. demonstrate advanced development in your identity as a teacher and learner of mathematics
LO3. synthesise current research, curriculum and policy documents to inform the on-going improvement of effective practices for teaching mathematics
LO4. demonstrate confidence and competency in the implementation of a range of effective teaching approaches including the integration of technology and those that foster student engagement and conceptual understanding of difficult-to-teach mathematics concepts from the measurement and geometry strand
LO5. demonstrate advanced development of professional confidence, interpersonal communication and discipline-specific curriculum leadership skills, particularly regarding differentiation and assessment
LO6. demonstrate skills in supporting cross-curriculum integration of mathematics and numeracy.

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.

This outline has been adapted to reflect student feedback from 2020.

Additional information

Access the reSolve website to download and independently work through the professional learning module: Leading a Culture of Excellence.

https://www.resolve.edu.au/our-resources/professional-resources

Note that there are multiple PL modules to download and it will be helpful for your future teaching career to familiarise yourself with other modules.

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

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

EDUP4082: Primary Mathematics Specialisation B

Semester 2, 2021 [Normal day] - Remote

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links