EUN302 Maths/Numeracy Primary Specialisation 1
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: | EUN302 |
|---|---|
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2020, Kelvin Grove, External
| Unit code: | EUN302 |
|---|---|
| Coordinators: | Bronwyn Ewing | bf.ewing@qut.edu.au |
Overview
This unit contains Modules 1-4 in the Maths/Numeracy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of the nature of mathematics and how this is encapsulated in all strands of the curriculum. (CLO 1)
- Capacity to identify the connections between concepts in the mathematics curriculum. (CLO 1)
- Ability to capitalise on and create opportunities for mathematics learning across all primary year levels. (MTeach CLO 6; BEd CLO 7)
- Capacity to integrate creatively mathematics across other subject areas. (MTeach CLO 4; BEd CLO 5)
- Capacity to advocate for research informed mathematics teaching and learning. (CLO 2)
- A deep understanding of the research basis for mathematics curricula and pedagogies. (CLO 2)
- A deep understanding of mathematical concepts and processes used to develop mathematical knowledge and skills.(CLO 2)
Content
- Module 1: Content Knowledge. An in-depth study of the curriculum which identifies content in which colleagues may require specialised input.
- Module 2: Review. Critique the national and international research literature pertaining to numeracy, teacher education and pedagogical content knowledge.
- Module 3. Identify. Build on your knowledge of assessment strategies. With a specific focus on diagnostic assessment in mathematics, what makes it diagnostic' Why diagnose a student's difficulties in mathematics' What will you do with the information the diagnostic provides you?
- Module 4: Plan. Design and write a diagnostic assessment that focuses on one primary year level and one concept from one of the strands of mathematics in the Australian Curriculum and/or the Early Years Learning Framework.
Relates to learning outcomes
Master of Teaching 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.
4. Innovative: Lead and create innovative future-focused learning.
6. Resilient: Reframe challenges into opportunities for capacity building and learning.
Bachelor of Education 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.
5. Innovative: Lead and create innovative future-focused learning.
7. Resilient: Reframe challenges into opportunities for capacity building and learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 Master of Teaching (Early Childhood) and EU40 Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN202 Mathematics and Numeracy 2
ED39 Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
EUB201
- Early Childhood Mathematics Education 1
ED49 Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB208 Primary Mathematics Curriculum Studies 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Short statement
Short statement on mathematics curriculum content - current debates.
Mathematics education.
Relates to learning outcomes
Course learning outcomes
CLOs - 1, 2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Annotated bibliography which describes and evaluates the national and international research literature about numeracy, teacher education and pedagogical content knowledge. Each citation (no more than 5 from either, books, articles, policy documents and reports) must be followed by a brief (usually about 50 words) paragraph that demonstrates, relevance, accuracy, and quality of the citation.
Mathematics education.
Relates to learning outcomes
Course learning outcomes
CLO-2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Short film
Short instructional film discussing and explaining diagnostic assessment strategies, what makes it diagnostic' Why diagnose a child's mathematics difficulties' What should be done with the information that a diagnostic provides?
Relates to learning outcomes
Course learning outcomes
CLOs- 1, 2, 4 (MTeach) /5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Diagnostic assessment
Design and write a diagnostic assessment (6 tasks) that focuses on one primary year level and one concept from one of the strands of mathematics in the Australian Curriculum and/ or the Early Years Learning Framework.
Assessment in mathematics.
Relates to learning outcomes
Course learning outcomes
CLOs - 1, 2, 6 (MTeach) / 7 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
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.
Unit Outline: Semester 2 2020, Kelvin Grove, External
| Unit code: | EUN302 |
|---|---|
| Coordinators: | Andy Yeh | a.yeh@qut.edu.au |
Overview
This unit contains Modules 1-4 in the Maths/Numeracy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of the nature of mathematics and how this is encapsulated in all strands of the curriculum. (CLO 1)
- Capacity to identify the connections between concepts in the mathematics curriculum. (CLO 1)
- Ability to capitalise on and create opportunities for mathematics learning across all primary year levels. (MTeach CLO 6; BEd CLO 7)
- Capacity to integrate creatively mathematics across other subject areas. (MTeach CLO 4; BEd CLO 5)
- Capacity to advocate for research informed mathematics teaching and learning. (CLO 2)
- A deep understanding of the research basis for mathematics curricula and pedagogies. (CLO 2)
- A deep understanding of mathematical concepts and processes used to develop mathematical knowledge and skills.(CLO 2)
Content
- Module 1: Content Knowledge. An in-depth study of the curriculum which identifies content in which colleagues may require specialised input.
- Module 2: Review. Critique the national and international research literature pertaining to numeracy, teacher education and pedagogical content knowledge.
- Module 3. Identify. Build on your knowledge of assessment strategies. With a specific focus on diagnostic assessment in mathematics, what makes it diagnostic' Why diagnose a student's difficulties in mathematics' What will you do with the information the diagnostic provides you?
- Module 4: Plan. Design and write a diagnostic assessment that focuses on one primary year level and one concept from one of the strands of mathematics in the Australian Curriculum and/or the Early Years Learning Framework.
Relates to learning outcomes
Master of Teaching 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.
4. Innovative: Lead and create innovative future-focused learning.
6. Resilient: Reframe challenges into opportunities for capacity building and learning.
Bachelor of Education 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.
5. Innovative: Lead and create innovative future-focused learning.
7. Resilient: Reframe challenges into opportunities for capacity building and learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 Master of Teaching (Early Childhood) and EU40 Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN202 Mathematics and Numeracy 2
ED39 Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
EUB201
- Early Childhood Mathematics Education 1
ED49 Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB208 Primary Mathematics Curriculum Studies 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Short statement
Short statement on mathematics curriculum content - current debates.
Mathematics education.
Relates to learning outcomes
Course learning outcomes
CLOs - 1, 2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Annotated bibliography which describes and evaluates the national and international research literature about numeracy, teacher education and pedagogical content knowledge. Each citation (no more than 5 from either, books, articles, policy documents and reports) must be followed by a brief (usually about 50 words) paragraph that demonstrates, relevance, accuracy, and quality of the citation.
Mathematics education.
Relates to learning outcomes
Course learning outcomes
CLO-2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Short film
Short instructional film discussing and explaining diagnostic assessment strategies, what makes it diagnostic' Why diagnose a child's mathematics difficulties' What should be done with the information that a diagnostic provides?
Relates to learning outcomes
Course learning outcomes
CLOs- 1, 2, 4 (MTeach) /5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Diagnostic assessment
Design and write a diagnostic assessment (6 tasks) that focuses on one primary year level and one concept from one of the strands of mathematics in the Australian Curriculum and/ or the Early Years Learning Framework.
Assessment in mathematics.
Relates to learning outcomes
Course learning outcomes
CLOs - 1, 2, 6 (MTeach) / 7 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
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.