Mathematics in the Differentiated Classroom (9883.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Facilitate children's understanding of mathematics in all content strands ensuring that children develop the processes for the Proficiency Strands; and
2. Recognise the individual differences that children have in the acquisition of mathematical knowledge and understandings; these differences will include learning styles, cultural background with particular emphasis on indigenous students and children with a variety of specific needs;
3. Identify common errors children make in mathematics and have a developed repertoire of effective strategies to help deal with these; and
4. Develop a mathematics programme which demonstrates coherence, appropriate sequencing and acknowledges differences in learning styles, abilities and cultural backgrounds.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
PrerequisitesStudents in the Bachelor of Primary Education (Graduate Entry) must have passed 24 credit points. All other students must have passed 9864 Core Mathematics AND 10354 Using Data to Improve Learning AND 9888 The Practice (PCK) of Teaching Mathematics.
Assumed knowledgeFirst two years of Education degree.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Ms Tracy Logan|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Ms Tracy Logan|
Revised Ed Value Pack from Oxford University Press. This should be available through The School Locker also.
This value pack includes the following two texts:
- Dianne Siemon, Elizabeth Warren, Kim Beswick, Rhonda Faragher, Jodie Miller, Marj Horne, Dan Jazby, & Margarita Breed. (2021) Teaching Mathematics: Foundations to Middle Years (3rd ed.)
- Peter Sullivan, Pat Lilburn (2017) Open Ended Maths Activities Revised Edition
This value pack includes the new edition of the Siemon et al. text. Readings will be indicated for both the 3rd and 2nd editions of the text.
The 2nd edition of the main text, Teaching Mathematics: Foundations to Middle Years, is available as a stand alone text and via the library in both hard copy and digital versions.
Additional material will be made available through the Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Submission of all assessments tasks with an aggregate of 50% is required to pass the unit.
Use of text matching software
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students can expect:
Lectures: 10 hours
Tutorials: 20 hours
Assessment Tasks: 60 hours
Reading and private study: 60 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
It is expected that students will have sufficient IT skills to prepare and submit the required assignments in digital form. This includes having a familiarity with Canvas and URKUND.
Work placement, internships or practicums
Research Led Education: There are active researchers teaching the unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.