James Cook University Subject Handbook - 2020

ED3497 - Advanced Mathematics Education

Limited offering available only to RATEP students.

Subject Description

Building on preservice teachers' growing understandings of how children from diverse backgrounds learn mathematics, this subject will explore mathematical and pedagogical issues at an advanced level in teaching and learning mathematics. It also includes the examination of current national and state curriculum frameworks and policies in mathematics education. The subject aims to equip pre-service teachers as reflective practitioners with the ability to plan, implement and evaluate mathematical pedagogies and student learning. The subject will consider assessment, literacy and numeracy in primary school mathematics in depth and equip pre-service teachers with the tools necessary to interpret and plan effective mathematics sequences grounded on the systematic interpretation of student data.

Learning Outcomes

• demonstrate capacity to organise classroom activities, provide clear directions and demonstrate a range of verbal and non-verbal communication strategies to support student engagement in mathematics education
• use curriculum, assessment and reporting knowledge to design primary school mathematics learning sequences including assessment and justify their teaching and learning decisions with reference to the Australian Curriculum, theoretical models of learning and findings from current educational research
• choose teaching and learning resources, including ICT, that complement differentiated learning of mathematics and engage a diverse range of primary school students in learning
• synthesize knowledge and understanding of the concepts, content and teaching strategies of mathematics including literacy and numeracy teaching strategies and their application in primary school mathematics classrooms
• demonstrate an understanding of assessment including appropriate strategies, interpretation of student assessment data to evaluate learning and the provision of timely and appropriate feedback to students in primary school mathematics

Subject Assessment

• Invigilated > End of semester exam - (20%)
• Invigilated > Presentations - (40%)
• Non-Invigilated > Assignments - (40%)

Note that minor variations might occur due to the continuous subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.

Availabilities