EUN302 Maths/Numeracy Primary Specialisation 1

Unit Outline: Semester 1 2024, Online

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:

1. A deep understanding of the nature of mathematics and how this is encapsulated in all strands of the curriculum. (CLO 1)
2. Capacity to identify the connections between concepts in the mathematics curriculum. (CLO 1)
3. Ability to capitalise on and create opportunities for mathematics learning across all primary year levels. (MTeach CLO 6; BEd CLO 7)
4. Capacity to integrate creatively mathematics across other subject areas. (MTeach CLO 4; BEd CLO 5)
5. Capacity to advocate for research informed mathematics teaching and learning. (CLO 2)
6. A deep understanding of the research basis for mathematics curricula and pedagogies. (CLO 2)
7. A deep understanding of mathematical concepts and processes used to develop mathematical knowledge and skills.(CLO 2)

Content

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.

This is an assignment for the purposes of an extension.

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.

This is an assignment for the purposes of an extension.

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?

This is an assignment for the purposes of an extension.


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.

This is an assignment for the purposes of an extension.


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

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 the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.

Course Learning Outcomes

ED39 Bachelor of Education (Early Childhood)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO2, Short statement
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO5, ULO6, ULO7, Short statement, Annotated Bibliography
3. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4, Short film
4. Resilient: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO3, Diagnostic assessment

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO2, Short statement
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO5, ULO6, ULO7, Short statement, Annotated Bibliography
3. Innovative: Create innovative future-focused learning.
   Relates to: ULO4, Short film
4. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO3, Diagnostic assessment

EU40 Master of Teaching (Primary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO2
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO5, ULO6, ULO7
3. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO4
4. Resilient: Reframe challenges and opportunities for capacity building and learning.
   Relates to: ULO3