Course Outline
EDU363 Teaching Junior Secondary Mathematics
Course Coordinator:Margaret Marshman (mmarshma@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 1
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course builds capacity to design and recognise effective pedagogy within Mathematics for Years 7 - 10. You organise and plan lessons using the Australian Curriculum for Mathematics, apply your knowledge, understanding and skills to interpret, implement and adapt learning, in order to engage Junior Secondary students. You integrate Aboriginal and Torres Strait Islander histories, culture or languages into learning activities and reflect on your developing teaching practice.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage with asynchronous materials and activities accessed through Canvas modules, course readings, and textbook activities. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – face to face tutorials | 2hrs | Week 1 | 10 times |
Course Topics
- Australian Curriculum: Mathematics – content and proficiencies
- Concepts, principles and structure of mathematics pedagogy and content for Years 7 - 10
- Linking learning theory with practice through lesson planning and assessment design to support and extend learner’s understanding in Mathematics
- Critically review research relating to cognition, culture, inclusion and equity, and consider the implications for practice
- Differentiation of curriculum, interdisciplinary approaches, differences in experiences of students, language use and transition from Primary schooling
- Relationship between mathematics, numeracy, and literacy
- Assessment, feedback and reporting in Mathematics including NAPLAN
- ICT applications in teaching, learning and communication with parents and carers.
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Apply knowledge of Australian Curriculum, Year 7 10 mathematical content and pedagogies for inclusion, engagement and behaviour management to develop lesson plans in mathematics |
Knowledgeable Empowered |
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5 |
| 2 | Apply knowledge of mathematical ideas, higher order thinking skills and inquiry-based pedagogies to design and reflect on classroom activities for year 7 10 secondary learners | Creative and critical thinker |
2.1, 2.4, 2.5, 2.6, 3.4, 4.2 |
| 3 | Demonstrate an understanding of diverse student learning needs and adopt an ethical student-centred approach to teaching and assessment in mathematics |
Knowledgeable Ethical |
2.1, 2.3, 2.4, 2.5, 3.2, 5.1, 5.2, 5.3, 5.4 |
| 4 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
Creative and critical thinker Ethical |
2.6, 3.2, 3.3, 3.4, 4.1 |
| 5 | Create oral and/or written communication concerning curriculum, teaching, learning, and assessment in senior secondary mathematics for classroom and professional contexts. |
Knowledgeable Ethical |
3.5, 5.5 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
| 3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
| 3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program (AE304 and a Mathematical Sciences Extended Minor) or (SE303 and a Mathematical Sciences Major or Extended Minor) or (ED315 and a Mathematical Studies Minor)
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
It is expected that you will engage in this course when you have successfully studied some university Mathematics courses. This course will draw on your knowledge of Mathematics.
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
You will receive feedback in tutorials on activities in the early weeks to support task 1.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Written Piece | Individual | 25% | 1000 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 2a | Oral | Group | 0% | 15 minutes |
Throughout teaching period (refer to Format) | In Class |
| All | 2b | Written Piece | Individual | 20% | 1000 words |
Refer to Format | Online Assignment Submission with plagiarism check |
| All | 2c | Written Piece | Individual | 20% | 1000 words |
Refer to Format | Online Assignment Submission with plagiarism check |
| All | 3 | Examination - not Centrally Scheduled | Individual | 35% | 90 minutes |
Week 10 | In Class |
| All - Assessment Task 1:Reflective task | |
| Goal: | The goal of this task is to reflect on your transition from mathematics student to mathematics teacher by connecting your own experience as a learner with the experiences of students you may teach. |
| Product: | Written Piece |
| Format: | Part a. Understanding yourself as learner of mathematics. Write your personal mathematical life history, describing and reflecting on your experiences of learning mathematics at school and at university. How did mathematics lessons make you feel? What were some of the challenges that you or your friends experienced in learning mathematics? What was the influence of different teachers and other people you may have encountered? Give specific examples to illustrate your story. Part b. Understanding a student’s learning of mathematics. Choose one of the samples of student work provided on Canvas. • Analyse the task and identify the mathematical concept(s). • Describe what the student may have been thinking when they completed the task. What did they not understand or misunderstand? Part c. Imagining yourself as a future teacher of mathematics. Drawing on your own experience of learning mathematics and your analysis of this student’s work, plan and script an instructional conversation with the student. The aims are to help the student understand the mathematical concept and develop a positive attitude towards mathematics. Identify any resources you will use. Use academic literature to support your description where appropriate. |
| Criteria: |
|
| All - Assessment Task 2a:Teaching segment | |
| Goal: | Task 2 is presented in three segments. Its overall goal is to develop your ability to plan, teach, and reflect on mathematics lessons and lesson sequences. Task 2a - The goal of this task is for you to develop your ability to teach a segment of the lesson to peers |
| Product: | Oral |
| Format: | In week 1 students will choose/ be allocated a curriculum strand from the Australian Curriculum and week in which to present a team-taught lesson segment aligned with this strand. In pairs you will choose an inquiry or problem-based activity from Canvas addressing a new mathematical concept in your allocated strand and team-teach this activity during the tutorial. The time allocation for teaching the activity is 10 - 15-minutes. This will be followed by feedback on the activity through discussion with peers. Criteria This segment of Task 2 is not assessed, but it generates the initial experience that you will use to complete Task 2b and Task 2c. |
| Criteria: |
|
| All - Assessment Task 2b:Learning sequence | |
| Goal: | The goal of this task is for you to develop your ability to prepare an inquiry or problem-based mathematics lesson sequence and lesson plan. |
| Product: | Written Piece |
| Format: | Based on the lesson segment you taught in Task 2a and the feedback you received, prepare a 3-lesson learning sequence including a fully detailed 70-minute lesson plan which includes the activity you taught as part of the first lesson in this sequence. The lesson plan will be for a Year 7 – 10 secondary class of 25 students. The lesson plan requirements will be provided on Canvas. You will also identify the key activities for the next 2 lessons that could follow on from your initial lesson. One activity must include an ICT and you must identify the mathematics content and the teaching of literacy and numeracy (using the 21st C numeracy model) as appropriate in the activities. The lesson plan will include mathematics content, teaching strategies, and assessment. The lesson sequence will be submitted 1 week after your teaching segment. |
| Criteria: |
|
| All - Assessment Task 2c:Justification and reflection | |
| Goal: | The goal of this task is for you to develop your ability to reflect on teaching and use literature to justify your choices of activities, teaching strategies, and pedagogy. |
| Product: | Written Piece |
| Format: | Based on feedback from the tutorial write a personal reflection on your teaching as well as the learning sequence you developed. Include links to literature. Justify your pedagogical and assessment decision making using the curriculum and academic literature. Your justification should explain how the teaching and learning sequence engages students of varying abilities and characteristics in an achievable challenge for junior mathematics. Include explanations of mathematics content, pedagogy, teaching strategies, ICT, assessment, and the teaching of literacy and numeracy (using the 21st C numeracy model) as appropriate. This task will be submitted 1 week after your teaching |
| Criteria: |
|
| All - Assessment Task 3:Examination | |
| Goal: | The goal of this task is foryou to demonstrate your knowledge and understanding of curriculum, pedagogy and assessment in relation to mathematics in the junior phase of secondary schooling. |
| Product: | Examination - not Centrally Scheduled |
| Format: | A 90-minute examination with short answer and scenario questions. You may bring in two A4 pages of notes. The following topics will be included: • Inquiry based/ problem basedproblem-based teaching and learning in junior secondary Mathematics • Assessment (informal and formal, diagnostic, formative and summative and their application), reporting (to students and parents/carers) and feedback strategies in Mathematics • Strategies for differentiating teaching to meet the specific learning needs of student in Mathematics including Aboriginal and Torres Strait islander students • Ethical use of ICT strategies and resources in curriculum, assessment and reporting |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Merrilyn Goos,Gloria Stillman,Colleen Vale,Sandra Herbert,Vince Geiger | 2017 | Teaching Secondary School Mathematics | 2nd edn | n/a |
| Recommended | Van der Walle, Karp, Bay-Williams, Bras, .... | 2019 | Primary and MMiddle Years Mathematics Teaching Developmentally | First Australian | n/a |
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
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In person:
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