EUB321 Curriculum, Pedagogy and Assessment 2: Mathematics
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB321 |
|---|---|
| Prerequisite(s): | EUB221 or CRB204 |
| Antirequisite(s): | CRB205, CRB207 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUB321 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB221 or CRB204 |
| Anti-requisite: | CRB205, CRB207 |
| Coordinator: | Cate Challen | catherine.challen@qut.edu.au |
Overview
Mathematics is an intellectual discipline in which problems are explored and solved through observation, reflection and logical reasoning. This unit further develops your understanding and skill in regard to mathematical curriculum, pedagogy and assessment knowledge. Building upon your prior learning experience, this unit will explore the subject-matter and summative assessment practices including instrument specific marking guides (ISMGs) used in the senior (Years 11-12) mathematics syllabi.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and explain knowledge of curriculum, pedagogy (including literacy, numeracy and ICTs) and assessment principles and practices in the mathematics learning area. (Relates to CLO 1; APST 1.2, 2.1, 2.5, 2.6, 5.1)
- Explain and justify pedagogical decision making with reference to relevant mathematics curriculum, pedagogy and assessment knowledge. (Relates to CLO 2; APST 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.2, 5.1)
- Construct learning opportunities that are aligned to the full range of students including those with a disability and those who identify as Aboriginal and Torres Strait Islanders. (Relates to CLO 1, 3, 4; APST 1.2, 1.3, 1.4, 1.5, 3.1, 4.5, 5.1)
- Apply knowledge of students' contexts and how they learn, and understanding and skill in regard to planning and assessment knowledge (formative and summative, including moderation, reporting and recording). (Relates to CLO 1, 5; APST 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
- Work with colleagues (peers) to collaboratively improve understanding and skill in regard to mathematical curriculum, pedagogy and assessment knowledge. (Relates to CLO 6; APST 6.3)
- Communicate effectively in both written and spoken language. (Relates to CLO 9)
Content
This unit focusses your learning upon the teaching of mathematics at the secondary school level, particularly in the senior years (Years 11-12), in the Queensland context. The unit will extend upon your understanding and skill in regard to the development of students’ relational or connected understanding of mathematics and their ability to apply mathematics to understand and solve problems in the world in which they live. A selection of subject-matter that is taught across the Queensland senior Mathematics syllabi will be explored. As this subject-matter is explored, you will extend your knowledge, understanding and skill in regard to topic-specific pedagogy, classroom organisation (including the management of group-based learning), the purpose and timing of explicit teaching, and the design of inquiry-oriented mathematical tasks. Building upon your assumed prior learning about assessment theory and practice, you will further develop your understanding and skill in regards to assessment in mathematics. An emphasis of this unit is the design of summative assessment that can be used in Queensland senior mathematics classrooms. Whilst the focus of this unit is upon subject matter and curricula encountered in Queensland senior secondary mathematics classrooms, the ideas developed in regard to assessment will be equally applicable to junior secondary mathematics teaching and learning and to jurisdictions outside of Queensland.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5. Innovative - Lead and create innovative future- focused learning.
6. Collegial - Collaborate and connect with professional networks and the wider community.
9. Communicative • Engage and communicate effectively and professionally.
Learning Approaches
This unit will use a blended learning approach to the delivery of the learning activities. In each week of the semester, you will participate in a set of learning activities, referred to as the workshop. The workshop will be 3 hours in duration. The learning activities in the workshop will involve a mix of individual and group activities and will make appropriate use of technology to support your learning. Your active participation in each week’s workshop will be critical to your learning and achievement in this unit. Prior to the workshop, you will be expected to complete one or more pre-workshop activities that will prepare you for, and which will be extended upon during, the workshop. Following the workshop, there will also be one or more post-workshop activities to complete that will consolidate and extend your knowledge, understanding and skill. These post-workshop activities will be closely aligned to the unit’s summative assessment tasks.
Feedback on Learning and Assessment
Feedback on your learning in is this unit will be provided to you in a variety of ways:
- The completion and discussion of workshop activities will support the development of your understanding and skill in regard to mathematical pedagogy, curriculum and assessment knowledge. Your active participation in these workshops will provide you with an opportunity to test your ideas, receive feedback from your peers and your tutor, and refine your understanding and skill. The feedback received through participation in the workshop activities will directly contribute to your completion of the unit's summative assessment tasks; and
- In regard to feedback on your submitted summative assessment, you will receive feedback in multiple ways: generic comments will be provided to the entire cohort via the Canvas system; completed criterion-referenced assessment rubrics will show your achievement with regard to each criterion of the assessment task; and written or verbal comments in regard to your work.
Assessment
Overview
The summative assessment in this unit comprises of two items that develop and support your ability to construct mathematics curriculum resources: the Subject-matter Analysis task; and the Problem-solving and Modelling Activity task.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Subject-matter Analysis
You will be allocated one or more sub-topics from a Queensland Senior Mathematics syllabus, for which you will plan exam-style assessment. Your submission will be comprised of two parts.
Part 1 - Content Analysis and Assessment Proposal (40% overall unit grade)
Based upon an analysis of your allocated sub-topic(s), you will submit:
- questions and annotated solutions that could be included in an examination;
- a learning map of the subject matter; and
- a discussion of the validity of the questions.
Part 2 - Peer Feedback (10% overall unit grade)
You will receive a de-identified randomly allocated copy of a peer's Part 1 submission, which you will review, and provide written feedback.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 9
This is an assignment for the purposes of an extension.
Assessment: Problem Solving and Modelling Activity
Based on your analysis of the sub-topic(s) in Assessment Task 1, you will devise a problem-solving and modelling task. During the latter weeks of the semester, you will present a draft of your task to your peers (as you would in a school) who will give you feedback.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 5, 6, 9
This is an assignment for the purposes of an extension.
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Queensland Curriculum and Assessment Authority (QCAA)
Links to suggested readings and resources will be published via the Canvas and/or QUT Readings systems.
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
- Understand how students learn
Relates to: Problem Solving and Modelling Activity - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Problem Solving and Modelling Activity - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Problem Solving and Modelling Activity - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Problem Solving and Modelling Activity
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Content selection and organisation
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Curriculum, assessment and reporting
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Literacy and numeracy strategies
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Information and Communication Technology (ICT)
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Problem Solving and Modelling Activity - Plan, structure and sequence learning programs
Relates to: Problem Solving and Modelling Activity - Use teaching strategies
Relates to: Problem Solving and Modelling Activity - Select and use resources
Relates to: Problem Solving and Modelling Activity
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Problem Solving and Modelling Activity
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Subject-matter Analysis, Problem Solving and Modelling Activity - Provide feedback to students on their learning
Relates to: Problem Solving and Modelling Activity - Make consistent and comparable judgements
Relates to: Subject-matter Analysis - Report on student achievement
Relates to: Subject-matter Analysis
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Subject-matter Analysis