EDUC6739

K-6 Mathematics

10 Units

In this course students explore: The NSW K-10 NSW Mathematics syllabus, Volume 1 and Stage 4 from the K-10 NSW Mathematics Syllabus, Volume 2, The Australian Curriculum: Mathematics and the Australian Learning Continuum: Mathematics and linkages; Strategies and resources for programming, teaching and assessing primary Mathematics; The role and value of mathematics in the broader school curriculum; the place of Mathematics in the K- 10 Mathematics continuum (particularly the links between Stage 3 and 4 Mathematics); and Ways of differentiating mathematics curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students; Perspectives of mathematics skills development incorporating EAL and Aboriginal learners; and Pedagogies that have the capacity to promote equity and social justice for diverse learners. There will be a particular focus upon instructional approaches relevant to teaching the strands of the NSW Mathematics K-10, Volume 1and beyond Syllabus: Data, Space, Measurement, Patterns and Algebra, Number and Working Mathematically.

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 1 - 2014 (Callaghan Campus)

Previously offered in 2013, 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004

Objectives

Upon completion of this course, students will have the capacity to:

  1. Demonstrate knowledge of the principles and practices of teaching and learning mathematics in K-6 school contexts (including strategies for programming, teaching and assessing).
  2. Examine the NSW K-6 Mathematics Syllabus, Volume 1 and Volume 2 and its relationship to the Australian Learning Continuum: Mathematics.
  3. Identify the role of language in mathematics learning and investigate the implications of how language is used tin mathematical contexts.
  4. Navigate the content, structure and organisation of the NSW K-10, Volume 1 Mathematics curriculum.
  5. Differentiate curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students.
  6. Utilise instructional approaches relevant to teaching the strands of the NSW Mathematics K-10 Mathematics Syllabus, Volume 1 and beyond and the Australian Curriculum: Mathematics.
  7. Examine perspectives of mathematical skill development incorporating EAL and Aboriginal learners.
  8. Explore pedagogies that have the capacity to promote equity and social justice for diverse learners.
Content
  • Principles and practices of teaching and learning mathematics in K-6 settings (including strategies for programming, teaching and assessing mathematics).
  • The role and value of Mathematics in the broader school curriculum as mathematical capacities.
  • The content, structure and organisation of the NSW K-10, Volume 1 Mathematics syllabus and Australian Curriculum: Mathematics .

  • Strategies for differentiating mathematics curriculum to meet the diverse mathematical needs of learners including Indigenous and Torres Strait Islander students.

  • Instructional approaches relevant to teaching the strands of the NSW Mathematics K-10, Volume 1 Syllabus: Data, Space, Measurement, Patterns and Algebra, Number and Working Mathematically and beyond.
  • Examining perspectives of mathematical skill development incorporating EAL and Aboriginal learners.

  • Exploring pedagogies that have the capacity to promote equity and social justice for diverse learners.

Replacing Course(s) Nil
Transition Nil
Industrial Experience 0
Assumed Knowledge An Undergraduate Degree or equivalent
Modes of Delivery Internal Mode
Teaching Methods Lecture
Tutorial
Assessment Items
  • Other: (please specify) - Plan a short, differentiated unit of work which focuses on one substrand of any K-10 Mathematics, Volume 1, syllabus strand and the associated working ,mathematically outcomes and an accompanying rationale. 2000 words 50%
  • Other: (please specify) - Series of Lessons = 50%: 2,500 or 2000 words or equivalent; Planning, a series of lessons, assessment and associated resources, using a variety of student grouping strategies
Contact Hours
  • Lecture: for 1 hour(s) per Week for 12 weeks
  • Tutorial: for 2 hour(s) per Week for 12 weeks
Compulsory Components None listed
Course Materials None listed
Timetable 2015 Course Timetables for EDUC67391

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