Course outline. Code: EDU209 Title: Teaching Mathematics in the Early Years

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1 Course outline Code: EDU209 Title: Teaching Mathematics in the Early Years Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2017 Course Coordinator: pcurtis@usc.edu.au. Course Moderator: Beverly Lowe 1. What is this course about? 1.1 Course description You will develop an understanding of the Australian Curriculum: Mathematics (Prep to Year 3). You will explore current research in early learning and teaching of mathematics to enable you to conceptualise, plan and design learning, teaching and assessments. You will consider a range of strategies including play-based and inquiry learning as well as interpret student thinking and diagnose misconceptions to improve student learning. You will also explore the linkages with literacy, numeracy and ICT and develop your mathematical content knowledge. 1.2 Course content Current learning theories within a mathematical context, including play, constructivism and inquiry. The Australian Curriculum: Mathematics. The language of mathematics. Mathematical pedagogies, assessment and resources to meet the needs of all learners. Strategies for teaching and assessing students in acquisition of mathematical concepts relating to number, algebra and measurement. Identifying student thinking and understanding and correcting mathematical misconceptions. Evaluating and improving student learning. Mathematical content knowledge for teaching. 2. Unit value 12 units Semester Recfind File Number: F21488

2 Page 2 3. How does this course contribute to my learning? The specific learning outcomes that you will achieve by successful completion of this course: Apply knowledge of the Australian Curriculum Mathematics content and substance. Apply mathematical learning theory and developmentally appropriate pedagogy Develop a repertoire of mathematical pedagogies, assessment and resources to meet the needs of a diverse range of early years learners Plan and develop learning environments and learning episodes that reflect a sound understanding of mathematical concepts, literacy and ICTs You will be assessed on the learning outcome in task/s: Task 1: Mathematics Resource and Rationale Task 1: Mathematics Resource and Rationale Task 1: Mathematics Resource and Rationale Teaching segment Completing these tasks successfully will contribute to you becoming: Knowledgeable Sustainability-focussed..Creative and critical thinkers. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions Enrolled in ED304 or ED306 or ED Pre-requisites 4.3 Co-requisites 4.4 Anti-requisites EDU Specific assumed prior knowledge and skills (optional) 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 5.2 Assessment tasks Task No. (EDU209) Assessment Tasks Individual or Group Page 3 Weighting % What is the duration / length? When should I submit? Where should I submit it? 1 Lesson Plan Individual 20% Lesson plan Week 4 Blackboard (safe assign) 2 Teaching Segment Group and 10% group 30% individual 10 minute teaching Weeks 7-9 In tutorial 3 Critique of Scenario Assessment Task 1: Lesson Plan Individual segment Individual 40% 1500 words Week 10 Blackboard (safe Assign) 100% Goal: The goal of this task is to develop a lesson plan to demonstrate knowledge of the Australian Curriculum: Mathematics. Product: Lesson Plan Format: You will develop a written lesson plan to develop a new mathematical concept for young learners in Prep, Year 1, Year 2, or Year 3, using the template provided on Blackboard. Concept options will include those you have been learning during the previous classes. You will write a lesson that aligns with the curriculum expectations, write objectives and the teaching and learning processes for the lesson. The lesson will be equivalent to one hour of maths. It may be divided into mini lessons as appropriate to the age group. The template will require you to consider how you know the students understand the lesson concepts. Criteria Knowledge and application of the concepts and substance of the Australian Curriculum: Mathematics Effective learning and teaching and use of resources Knowledge of student assessment/student understandingwritten communication skills and academic literacies including English expression, grammar, spelling, punctuation Generic skill assessed Communication Graduate Qualities Assessed

4 Assessment Task 2: Page 4 Goal: The goal of this task is to create and deliver a 10 minute teaching segment to demonstrate knowledge of the Australian Curriculum: Mathematics. Product: Format: You and your partners will create a sequence of lessons that developmentally and sequentially builds upon a mathematical concept for a particular year level (years 1-3). Individually you will create your resources for your lesson in the sequence then teach it to your peers. You will need to model the teaching of the selected mathematical concept by incorporating suitable teaching pedagogy and mathematical language for an early year s class, and demonstrate good questioning skills while you are teaching. Criteria Developmental and sequential series of lessons Appropriate and effective teaching resource Explicit modelling of concepts and effective teaching strategies Written and verbal communication skills and academic literacies including English expression, grammar, spelling, punctuation Generic skill assessed Communication Collaboration Assessment Goal: The goal of this task is to use mathematical learning theory and knowledge of curriculum content, pedagogy and resources to critique a mathematics lesson Product: Critique of Scenario Format: You will be provided with an early years primary classroom scenario which you will analyse and reflect upon, by referring to the research literature in terms of: Alignment with the content and proficiency strands of the Australian Curriculum: Mathematics; Identify Mathematical understandings of the students (assessment). Identify and evaluate the pedagogy Identify and evaluate the learning happening in the classroom Explain how you would change the teaching and learning in the scenario so that it is effective for all learners Criteria Knowledge of the concepts, substance and structure of the Australian Curriculum: Mathematics Application of curriculum and assessment knowledge to evaluate students understandings and misconceptions Evaluation of the teaching and learning sequences Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions. Generic skill assessed Problem solving Communication Graduate qualities assessed Engaged

5 Page Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome prior to the due date. Days Late Total Percent Deducted 1 5% 2 10% 3 20% 4 40% 5 60% 6 80% 7 100% 6. How is the course offered? 6.1 Directed study hours 2 hour lecture equivalent, 2 hour tutorial 6.2 Teaching semester/session(s) offered Semester 2

6 Page Course activities Teaching What key concepts/content will I learn? Week / Module 1 Australian Curriculum: Mathematics Introduction to teaching and learning mathematics early number concepts and number sense 2 Working mathematically and the proficiency strands place value concepts 3 addition and subtraction Number facts What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities ACARA Early Years Framework chapters 2, 8 4 addition and subtraction Number facts 5 Understanding multiplication and division 6 Understanding multiplication and division 7 Understanding multiplication and division 8 patterning and algebraic thinking 9 patterning and algebraic thinking 10 patterning and algebraic thinking Please note that the course activities may be subject to variation. ACARA chapters 3, 4, 11 chapters 9 and 12 ACARA to be placed on Blackboard 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Van De Walle, J.A., Karp, 2016 Elementary and Middle School London: Allyn and Bacon. K.S. and Bay-Williams, J.M. Mathematics Teaching Developmentally De Klerk, J 2013 Illustrated Maths Dictionary 5 th edition. South Melbourne: Pearson Education 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements

7 Page Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or student central@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information Assessment Task Task 1: Mathematics Resource and Rationale Task 3: Critique of Scenario Australian Professional Standards for Teachers (Graduate) Introductory Graduate 2.1, 3.3, , 2.2, 2.3, 2.5, 3.3, , 2.3, 3.6 General Enquiries In person: Sippy Downs - Student Central, Ground Floor, Building C USC SouthBank - Student Central, Building B, Ground floor (level 1) USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Building A Tel: studentcentral@usc.edu.au