EUN202 Mathematics and Numeracy 2

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

You will explore and continue to build your knowledge and skills to use the strands and their associated topics across a wide range of situations and contexts to enhance your development as a teacher. This focus is included in your course because you will need to teach children how to become numerate and be able to make sound decisions in their lives. This unit provides you with the foundations of two strands of the Australian Curriculum: (i) Mathematics - Mathematics - geometry, algebra, statistics and probability. Dispositions for learning in early numeracy is also explored in relation to the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It seeks to build your capacity to recognise the numeracy demands across a range of contexts to assist all children to identify the interconnectedness of mathematical knowledge and its application in everyday life. 

Learning Outcomes

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

1. Apply knowledge and understanding of mathematics content and pedagogical content knowledge to teach and assess learners (CLO1).
2. Research and critique recent developments in the field of mathematics education with regards to teaching, learning and assessment strategies (CLO2).
3. Design a diagnostic assessment as an inclusive strategy for learners from diverse backgrounds and experiences (CLO3).
4. Produce a resource that demonstrates how to teach a concept in innovative ways (CLO4).
5. Connect with professional learning networks and reflect on the importance of professional learning for improved student learning (CLO5 & 6).

Content

Learning Approaches

This unit engages you in your learning through multi-sensory and multi-representational approaches to teaching for learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. The content and organisation is designed for you to keep track of your progress in the unit and the course and for you to gather evidence of meeting unit and course outcomes.

A blended learning approach will be adopted to teach the content offered in this unit. The online workshops will provide a blend of theory and practice that will be further developed in weekly workshops. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources will be available online through Canvas.

Feedback on Learning and Assessment

Feedback in this unit is provided in the following ways:

• during group and whole class discussions in workshops
• comments on summative assessment in addition to criteria sheets
• announcements on the unit Canvas site
• email.

Assessment

Overview

Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio. All tasks must be attempted and completed at a passing grade to meet all learning outcomes for this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Professional development resource

Recorded creative work
A short film created specifically through a digital medium focusing on a mathematics topic and how to teach it in innovative ways. The film is a professional development tool for other educators.

EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.

This is an assignment for the purposes of an extension.

Relates to learning outcomes
Course learning outcomes: 1, 2, 4, 5, 6
APST: 2.1, 2.2, 2.3, 3.1, 6.4

Assessment: Assessment Design

Assessment Design
Design a diagnostic assessment tool to use with diverse learners. Discuss how you would implement the tool, interpret the data for a diverse group of learners and modify your teaching practice in response. You will include a justification of your design that considers:

• supporting participation and learning of students with disability, acknowledging relevant legislative requirements
• the role of the range of assessment strategies, and specifically diagnostic assessment, in evaluating learning and modifying teaching practice to support participation and learning of students with diverse abilities.

This is an assignment for the purposes of an extension.

Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 1.6, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.4

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

Risk Assessment Statement

There are no out-of- the ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Assessment Design
2. Strategies to support full participation of students with disability
   Relates to: Assessment Design

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

1. Content and teaching strategies of the teaching area
   Relates to: Professional development resource
2. Content selection and organisation
   Relates to: Professional development resource
3. Curriculum, assessment and reporting
   Relates to: Professional development resource
4. Literacy and numeracy strategies
   Relates to: Assessment Design

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

1. Establish challenging learning goals
   Relates to: Professional development resource, Assessment Design
2. Plan, structure and sequence learning programs
   Relates to: Assessment Design
3. Use teaching strategies
   Relates to: Assessment Design
4. Select and use resources
   Relates to: Assessment Design

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

1. Assess student learning
   Relates to: Assessment Design
2. Provide feedback to students on their learning
   Relates to: Assessment Design
3. Interpret student data
   Relates to: Assessment Design

6 Professional Engagement: Engage in professional learning

1. Apply professional learning and improve student learning
   Relates to: Professional development resource

Course Learning Outcomes

EU30 Master of Teaching (Early Childhood)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Professional development resource, Assessment Design
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Professional development resource, Assessment Design
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Assessment Design
4. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4, Professional development resource
5. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO5, Professional development resource
6. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO5, Professional development resource

EU40 Master of Teaching (Primary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Professional development resource, Assessment Design
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Professional development resource, Assessment Design
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Assessment Design
4. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4, Professional development resource
5. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO5, Professional development resource
6. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO5, Professional development resource