The mathematical content focuses in this unit are: measurement and geometry, statistics and probability and implied number. You will assess and develop your own skills, knowledge and understandings of the concepts in measurement, geometry, statistics and probability. You will engage in mathematical problem solving involving rich tasks, open questions and cross curricular contexts as you extend your knowledge for mathematics teaching.
You will also investigate the curriculum and strategies for teaching these topics to primary school children. This will involve consulting research on effective approaches for teaching, examining teaching sequences and real world contexts, as well as exploring effective mathematical models and approaches for developing deep and connected mathematical understandings.
This unit contributes to the course intentions of: strengthening the connection between theory and practice; ensuring that graduate teachers have deep and developing connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum in mathematics; (as part of STEM curriculum). This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of knowledge content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.
This unit is only for Education students undertaking courses EBED.
|1.||Review the research and their own observations on how students learn, common conceptions and misconceptions and suggested approaches for teaching mathematics to primary school students;|
|2.||Create a repertoire of learning, teaching and assessment strategies relevant to the mathematics curriculum (measurement and geometry, statistics and probability) and develop cross curricular connections;|
|3.||Evaluate their own experience of learning mathematics, apply tools of audit and the Curriculum to assess and then extend their understanding of measurement, geometry, statistics and probability content required for teaching in primary schools;|
|4.||Identify the implications of the literacy demands and apply to primary mathematics.|
|Exercise||Group design and presentation of a problem-based activity which promotes the teaching/learning of an aspect of the primary mathematics curriculum.||20%|
|Journal||Complete a three (3) part reflective journal which contains a synthesis and review of observed mathematics lessons within a primary school setting.||30%|
|Laboratory Work||Complete three (3) tests on mathematical content knowledge.||50%|
Helping Children Learn Mathematics, 2nd edn
Reys et al. 2017, E-text
Milton, QLD: Wiley.
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