EUB307 Primary Mathematics Curriculum Studies 3

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Mathematical thinking and reasoning are ubiquitous in, and fundamental to our daily life and work. This unit introduces an inquiry-based pedagogical approach, which integrates across mathematical content strands and makes the learning meaningful by connecting it to real world applications. Problem solving and posing, and mathematical modelling are the core activities in this unit.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Articulate the connections between content and proficiency strands in primary mathematics curriculum.
2. Justify planning and assessment decisions drawing on academic literature.
3. Design and demonstrate teaching of mathematical problem solving, posing, and modelling.
4. Design innovative inquiry-based mathematics learning and assessment that integrates across mathematics content strands.
5. Critically reflect upon mathematics teaching practice to identify areas of strength and improvement for professional learning.

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Interactive and hands-on workshops (online and/or face-to-face);
• Online self-directed learning;
• Personal research and readings; and
• Collaborative activities with peers.

Feedback on Learning and Assessment

Assessment

Overview

There are two assessments in this unit:

1. A mathematical inquiry project - This project draws on your learning about how to plan and assess inquiry-based learning in mathematics.
2. A presentation of teaching with written reflection - The presentation of teaching will require you to link your understanding and knowledge of mathematics education to the work of educators in planning learning experiences and reflect on the implications for future teaching.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Mathematical inquiry project

You will design a mathematical inquiry project which implements the mathematics by inquiry pedagogical approach. The project has a core inquiry that is authentic and relevant to primary students' daily life. The project also includes a sequence of hands-on and engaging problem-solving activities that integrate across mathematical content strands. The project must be accompanied by a summative assessment task (not an examination) with a marking guideline.

This is an assignment for the purposes of an extension.

Assessment: Presentation of teaching with written reflection

In this assessment, you will present a video demonstrating how you teach a problem solving activity developed in your mathematical inquiry project, including mathematics and numeracy teaching strategies. The demonstration is a professional development tool for other educators.

You will also write a reflection to review your teaching in your video demonstration.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Physical, social and intellectual development and characteristics of students
   Relates to: Mathematical inquiry project
2. Understand how students learn
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Mathematical inquiry project

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
2. Content selection and organisation
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
3. Curriculum, assessment and reporting
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
4. Literacy and numeracy strategies
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
2. Plan, structure and sequence learning programs
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
3. Use teaching strategies
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection
4. Select and use resources
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Mathematical inquiry project, Presentation of teaching with written reflection

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Mathematical inquiry project
2. Make consistent and comparable judgements
   Relates to: Mathematical inquiry project

Course Learning Outcomes

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO3, Mathematical inquiry project, Presentation of teaching with written reflection
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO2, Mathematical inquiry project
3. Innovative: Create innovative future-focused learning.
   Relates to: ULO3, ULO4, Mathematical inquiry project, Presentation of teaching with written reflection
4. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO5, Presentation of teaching with written reflection