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EDUC6645 - Sem 1 2010 to Sem 2 2010 - St Lucia - Internal
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Unauthenticated View
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Printed: 15 February 2010, 07:50PM
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This printed course profile is valid at the date and time specified a=
bove. The course profile may be subject to change during the semester =96=
the online version is the authoritative version. =
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This is the publicly-accessible version of this profile, which is sl=
ightly incomplete. If you are enrolled in this course you can access the=
complete course profile, including assessment criteria and marking deta=
ils and full contact information, from the Profile link in your l=
ist of enrolled courses in mySI=
-net.
1. General Course Information
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1.1 Course Details
Course Code: EDUC6645 Course Tit=
le: Introduction to Teaching Secondary Mathematics
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =
Contact Hours=
Per Week: 1L1T =
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Restrictions: Entry to the Graduate Diploma of Education (S=
econdary) or entry to Bachelor of Education (Secondary) (Dual degree) pr=
ofessional year. =
Incompatible: EDU=
C4061, EDUC4012, EDUC 4360, EDUC6725 & EDUC6840 =
Course Description: This course is offer=
ed as an elective for preservice students who may be required to teach m=
athematics in the junior secondary school in addition to, or instead of,=
the subjects in which they have received formal preparation. The cours=
e introduces students to theories of learning and teaching mathematics i=
n the secondary school, and develops practical skills relating to mathem=
atics lesson planning, curriculum design and assessment.
Assumed Bac=
kground: Students enrolled in this course will have experienced=
secondary school mathematics. Students will also have some knowledge of=
successful classroom practices in mathematics. Through this course, stu=
dents will become familiar with current syllabus documents related to ju=
nior secondary school mathematics, and the philosophy and principles upo=
n which they are based. It is not expected that students will be wholly =
familiar with the curriculum in junior secondary school mathematics.
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1.2 Course Introduction
The study of mathematics is =
an essential element of a general education for all Australians. Mathema=
tics is considered worldwide to be a basis of our modern technological s=
ociety. The teaching of mathematics at all levels is changing in respons=
e to research into teaching and learning and changes in our technologica=
l society. This course introduces students to the junior secondary schoo=
l mathematics curriculum, and emphasises the need for curriculum reform =
in those years. Through this course, students will be asked to reflect u=
pon their own mathematics education at junior secondary school level, an=
d to consider what it means to be an expert teacher of mathematics in th=
ose years. As it is not uncommon for junior secondary mathematics classe=
s to be assigned to teachers who did not specialise in mathematics metho=
ds in their preservice teacher education program, this course is offered=
as an elective for preservice students who may desire to teach in this =
area.
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1.3 Course Staff
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Course Coordinator: Dr Jana Visnovska
&nb=
sp; Email: j.visnovska@uq.edu.au
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Tutor: Ms=
Mary Rafter
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UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
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1.4 Timetable
Timetables are available on mySI-net.
Additional Timetable Information
This course is delivered on-campus, matching the le=
cture timetable for the Bachelor of Education and Graduate Diploma of Ed=
ucation programs. There are nine weeks of face-to-face classess during t=
he first semester (up until practicum), and then 4 further weeks of face=
-to-face classes in semester 2 just prior to second semester practicum. =
Attendance at all on-campus classes is compulsory.
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2. Aims, Objectives & Graduate Attributes
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2.1 Course Aims
The aim of this course is to =
introduce preservice teachers to theories of learning and teaching mathe=
matics in the secondary school, and to develop practical skills relating=
to mathematics curriculum design, pedagogy, and assessment. This course=
will stress the importance of designing rich and exciting mathematical =
learning experiences for students in the secondary school for continued =
numeracy development in all subject areas and to promote the development=
of mathematical problem solving and thinking skills necessary for a tec=
hnological age. The important role of the teacher will be highlighted th=
rough exploration of teaching methods that incorporate appropriate langu=
age, materials and activities which connect to the world of the learner =
and to the discipline of the subject itself, and which also encourage st=
udents to think and reason mathematically. Through exploration of key co=
ncepts associated with particular strands of the school mathematics curr=
iculum, students will become familiar with local, state and national cur=
riculum and policy documents for school mathematics and numeracy.<=
/div>
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2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 explain the importance of m=
athematics for general education, effective citizenship and employment;<=
br>2 identify and discuss fundamental princi=
ples related to the teaching and learning of mathematics;
3 identify and justify strategies for teaching specific=
topics in junior secondary school mathematics;
4&nb=
sp; plan and sequence learning activities that allow students to de=
monstrate what they know and can do with what they know in terms of syll=
abus learning outcomes;
5 select, adapt, =
or design appropriate resources for learning and/or assessment.
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2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
GRADUATE ATTRIBUTE LEARNING OBJECTIVES
A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and well-founded knowledge i=
n the field of study. 2, =
3 A4. An understanding of how other disciplines relate to the f=
ield of study. 1=
A5. An int=
ernational perspective on the field of study. 1, 2
B. EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organ=
ise information and ideas and to convey those ideas=
clearly and fluently, in both written and spoken f=
orms. 1, 3, 4, 5 B2. The a=
bility to interact effectively with others in order to work towar=
ds a common outcome. 2, 3=
, 4 B3. The ability to select and use the appropriate level<=
/b>, style and means of communication. 1, 2, 3, 4, 5 B4. The ability to engage effect=
ively and appropriately with information and communication techno=
logies. 3, 4, 5
C. INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently.=
1, 2, 3, 4, 5 C3. The ability=
to generate ideas and adapt innovatively to changing envi=
ronments. 5 =
C4. The ability to=
identify problems, create solutions, innovate and =
improve current practices. 2
D. CRITICAL JUDGEMENT
D1. The ability to define and analyse problems.<=
/td>2, 3 D2. The ability to app=
ly critical reasoning to issues through independent thought a=
nd informed judgement. 3, 4 D3. =
The ability to evaluate opinions, make decisions =
and to reflect critically on the justifications for decisions. 3, 5
E. ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic resp=
onsibility. 1 E2. An ap=
preciation of the philosophical and social contexts of=
a discipline. 1=
E4. A know=
ledge and respect of ethics and ethical standards in relation to a major area of study. 4, 5 <=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity. 1 =
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3. Learning Resources
3.1 Required Resources
Queensland Studies Authority (QSA) (2004). Years 1-10 Mathem=
atics Syllabus. Brisbane: Government Printer.
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3.2 Recommended Resources
Goos, M., Stillman, G., & Vale, C. (2007). Teaching =
Secondary School Mathematics: Research and Practice for the 21st century=
. Sydney: Allen & Unwin.
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3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6645).
<=
br />The University offers a range of resources and services to support =
student learning. Details are available on the myServices website =
(https://student.my.uq.edu.au/=
).
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3.5 Other Learning Resources & Information
University Library
The University=92s Social Sciences and Humanities (SS&H) Library ho=
uses an extensive collection of references on the teaching, learning and=
assessment of mathematics. In addition, the SS&H Curriculum Reserve col=
lection and the Ipswich campus Library contain a wide range of resources=
to support teaching mathematics in schools (see the list of selected re=
sources below). Mathematics teaching journals, found in the periodical c=
ollection in the Library, are also an excellent source of practical idea=
s and activities for the classroom (see the list of selected journals be=
low). The library=92s multimedia section has several collections of vide=
os on mathematics topics taught in the junior and senior school, togethe=
r with CD-ROMs on teaching and assessment strategies. Resources availabl=
e on the Internet can also be accessed through terminals in the library.=
Queensland Association of Mathematics Teachers<=
/i>
Students are encouraged to join the Queensland Association of Mathe=
matics Teachers (QAMT; web address h=
ttp://www.qamt.org). Membership entitlements includ=
e the QAMT journal and newsletter, discounts to workshops and conference=
s, the newsletter of the Australian Association of Mathematics Teachers =
(AAMT), and discounted rates on AAMT=92s excellent range of print resour=
ces and software (available at http://www.aamt.edu.au). Membershi=
p application forms can be downloaded from the QAMT website, and a reduc=
ed membership rate is offered for full-time students.
Selected Journals
The Australian Mathematics Teacher
Australian Senior Mathematics Journal
The Mathematics Teacher
Arithmetic Teacher
Mathematics Teaching
Mathematics in School
Mathematics Teaching =
in the Middle School
School Science and Mathematics
Journal of Computers in Mathematics and Science Teaching
Mathematics and Computer Education
For the Learning of Mathematics
Cognition and Ins=
truction
Mathematical Thinking and Learning
Educational Studies in Mathematics
Journal for Research in Mathematics
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4. Teaching & Learning Activities
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4.1 Learning Activities
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4.2 Other Teaching and Learning Activities Info=
rmation
This is an internal course, inc=
orporating lectures, practical workshops and tutorial presentations. Whe=
re possible teaching and learning approaches used in on-campus workshops=
are intended to model strategies that can be used in secondary mathemat=
ics classrooms. Collegiality, collaboration and cooperative learning pra=
ctices are encouraged in these sessions as they are fundamental professi=
onal attributes. Class participation is regarded as being of particular =
importance and attendance at all scheduled classes is compulsory. Natura=
lly there will be cases where absence from class is unavoidable. Such ca=
ses should be brought to the attention of the lecturer as soon as possib=
le and be accompanied by a medical certificate or other documented evide=
nce.
Through the successful completion of the course, students are p=
rovided the opportunity to develop practices and knowledge that reflect =
the standards developed by the QCT for graduates. As a curriculum course, the focus is primarily on the first dimension of the QCT Standa=
rds: Teaching and learning (Standards 1 =96 5) and the teacher=92s role =
in designing and managing individual and group learning experienc=
es that:
=95 develop students=92 language, literacy and numeracy
=95 are intellectually challenging
=95 value diversity
=95 incorporate effective assessment and reporting of student learning.=
The five standards in dimension o=
ne addressed in this course are:
Standard 1 =96 Desig=
n and implement engaging and flexible learning experiences for individua=
ls and groups.
Standard 2 =96 Design and implement lea=
rning experiences that develop language, literacy and numeracy.
Standard 4 =96 Design and imple=
ment learning experiences that value diversity.
Standa=
rd 5 =96 Assess and report constructively on student learning.
These standards are based on the Professional Standards for Que=
ensland Teachers (QCT, 2007). The Practice and Knowledge componen=
ts identified under each Standard have been given a numerical reference =
1-13 for identification. The following table should be read in conjuncti=
on with the full description of each Standard and its element as found i=
n the QCT Program Approval Guidelines on http://www.qct.edu.au/PDF/ProgramAp=
provalGuidelines.pdf
=A0
Practice and Knowledge components addressed=
in the Learning Activities in this course
=A0
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1
2
3
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12
13
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5. Assessment
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5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
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Assessment Task Due Date Weighting Learning Objectives
Participation
Tutorial participation and on-line acti=
vities 23 Feb 10 10:00 - 29 =
Oct 10 16:30 15%<=
/div> 1, 2, 3, 4, 5 Plan
Teaching Plan 23 Feb=
10 16:30 - 20 Apr 10 16:30
1200-1500 words 35% 1, 2, 3, 4, 5 Presentation
Group Tutorial Present=
ation 13 Jul 10 10:00 - 19 O=
ct 10 12:00
Duration 50 minutes 25% 1, 2, 3, 5 Essay
Individual Reflective Report 20 Jul 10 16:30 - 26 Oct 10 16:30
Du=
e one week after group tutorial presentation 25% 1, 2, 3
5.2 Course Grading
Grade X: No assessable=
work received.
Grade 1, Fail: Fails to demonstrate most=
or all of the basic requirements of the course: Fails to satisf=
y all of the basic requirements: submissions which lack appropriate refe=
rences, relevance, coherence, organisation and length.
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Grade 2, Fail: Demonstrates clear deficiencies in understanding a=
nd applying fundamental concepts; communicates information or ideas in w=
ays that are frequently incomplete or confusing and give little attentio=
n to the conventions of the discipline: Fails to satisfy most of=
the basic requirements.
Grade 3, Fail: Demonstr=
ates superficial or partial or faulty understanding of the fundamental c=
oncepts of the field of study and limited ability to apply these concept=
s; presents undeveloped or inappropriate or unsupported arguments; commu=
nicates information or ideas with lack of clarity and inconsistent adher=
ence to the conventions of the discipline: Fails to satisfy some=
of the basic requirements: submissions which lack appropriate reference=
s and relevance, or appropriate coherence, organisation and length.
Grade 4, Pass: Demonstrates adequate understanding a=
nd application of the fundamental concepts of the field of study; develo=
ps routine arguments or decisions and provides acceptable justification;=
communicates information and ideas adequately in terms of the conventio=
ns of the discipline: Satisfies all of the basic requirements: s=
ome use of fundamental concepts, come use of references, basically keepi=
ng to the topics; some elaboration of ideas and arguments, some degree o=
f coherence and organisation and appropriate length; demonstrates suffic=
ient quality of performance to be considered satisfactory or adequate or=
competent or capable with respect to explaining the significance and im=
plications of the topics.
Grade 5, Credit: Demon=
strates substantial understanding of fundamental concepts of the field o=
f study and ability to apply these concepts in a variety of contexts; de=
velops or adapts convincing arguments and provides coherent justificatio=
n; communicates information and ideas clearly and fluently in terms of t=
he conventions of the discipline: Demonstrates ability to use an=
d apply fundamental concepts of the topics, going beyond mere replicatio=
n of ideas from source material to show understanding of key ideas, awar=
eness of their relevance, analysis of implications and drawing of conclu=
sions.
Grade 6, Distinction: As for 5, with freq=
uent evidence of originality in defining and analysing issues or problem=
s and in creating solutions; uses a level, style and means of communicat=
ion appropriate to the discipline and the audience: Demonstrates=
awareness and understanding of deeper and subtler aspects of the topics=
, such as identifying and debating critical issues or problems, applying=
ideas to practical situations in schools, and offereing insightful comm=
entary, implications and conclusions.
Grade 7, High =
Distinction: As for 6, with consistent evidence of substantial origi=
nality and insight in identifying, generating and communicating competin=
g arguments, perspectives or problem solving approaches; critically eval=
uates problems, their solutions and implications: Demonstrates i=
magination, originality or flair, based on comprehensive and complex und=
erstanding of the topics, interesting or surprising or exciting or chall=
enging or erudite.
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5.3 Late Submission
Assessment tasks are due at the=
scheduled time.=A0 Extensions are not normally granted for late submiss=
ion of assessment tasks.=A0 Late submission of assessment tasks without =
course coordinator approval will result in no grade being awarded for th=
e task.=A0 Once marked assessment tasks are made available to students f=
or collection, late tasks will be not be accepted for marking.
Where illness or other emergent personal circumstances prevents a stu=
dent from presenting an assessment task on a scheduled date, the appropr=
iate staff member should be contacted as soon as possible and no later t=
han within 24 hours of the due date.=A0 Normally a medical certificate o=
r other statutory documentation (e.g. counsellor's letter) must accompan=
y this notification.=A0 The course coordinator reserves the right to neg=
otiate any special arrangements that may be necessary to accept assessme=
nt tasks after the scheduled date.
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5.4 Other Assessment Information
As a curriculum course, the focus is primarily on the fi=
rst dimension of the QCT Standards: Teaching and learning (Standards 1 =96=
5) and the teacher=92s role in designing and managing indi=
vidual and group learning experiences that:
=95 develop students=92 language, literacy and numeracy
=95 are intellectually challenging
=95 value diversity
=95 incorporate effective assessment and reporting of student learning.=
=A0
The five standards in dimension one addressed in this course are: =
Standard 1 =96 Design and implement engaging and flex=
ible learning experiences for individuals and groups.
=
Standard 2 =96 Design and implement learning experiences that develop la=
nguage, literacy and numeracy.
Standard 3 =96 Design a=
nd implement intellectually challenging learning experiences.
Standard 4 =96 Design and implement learning experiences that va=
lue diversity.
Standard 5 =96 Assess and report constr=
uctively on student learning.
=A0
Successful completion of each of the assessment tasks will prov=
ide opportunity for students to demonstrate development of Practice and =
Knowledge components taken from the QCT Standards as identified in the f=
ollowing table.=A0
=A0
Practice and Knowledge components addressed=
in the Assessment tasks in this course
=A0
=A0
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1
2
3
4
5
6
7
8
9
10
11
12
13
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Practice
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Practice
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Practice
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Practice
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5.5 Assessment Detail
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Tutorial =
participation and on-line activities
Type: Participation
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
=
23 Feb 10 10:00 - 29 Oct 10 16:30
=
Weight: 15%
=
=
=
Task Description: <=
/strong>Throughout the course, a series of tasks is to be completed=
, including participation in activities and discussions during the weekl=
y workshop classes. You will be expected to form study groups to assist =
in completion of =91homework=92 tasks and also for preparation of your g=
roup assessment task.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Tea=
ching Plan
Type: Plan
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
=
23 Feb 10 16:30 - 20 Apr 10 16:30 1200-1500=
words
=
Weight: 35%
=
=
Task Description: <=
/strong>For this assignment, you are required to complete a teachin=
g plan outlining a single teaching episode for a mathematics class in th=
e junior secondary school. The teaching plan must contain the following:=
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A rational=
e that clearly states the importance of the activity specifically as=
it relates to students of the selected year level, makes links to state=
ments from the literature, mathematics curriculum/syllabus documents and=
/or other relevant documents, and outlines and justifies the teaching ap=
proaches to be used in implementation of the teaching episode.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 General de=
tails including title, duration, grade level suitability and date (a=
ctual date can be left blank)
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The aim of the lesson, written as a succinct statement that summarises the act=
ual teaching episode, specifically stating what the students will be doi=
ng in the activity, and why they will be doing it (i.e., written in the =
what/why format-as detailed in lecture notes).
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A step-by-=
step description of how you intend the episode to be implemented. In=
this section, the three components of a lesson should be identifiable =96=
introduction, body, conclusion. The introduction should set the scene f=
or the activity and be seen to capture students=92 attention and motivat=
ion. The body should clearly describe teacher actions and student activi=
ties. Teacher questions should also be listed. A conclusion must provide=
the opportunity for lesson closure and could be in the form of a quiz o=
r teacher questions. This section should be sufficiently detailed so tha=
t the lesson can be clearly envisioned, and its appropriateness, suitabi=
lity, relevance and enjoyment can be sufficiently gauged by the reader. =
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A description=
of how you will evaluate the episode=92s effectiveness.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Complete r=
esources required to implement each episode (e.g., OHTs, worksheets,=
etc) or full descriptions of them (e.g., work cards, games, large bulky=
objects, etc).
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Submission: PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
Gro=
up Tutorial Presentation
Type: Presentation
Learning Objectives=
Assessed: 1, 2, 3, 5
Due Date:
=
13 Jul 10 10:00 - 19 Oct 10 12:00 Duration =
50 minutes
=
Weight: 25%
=
=
Task Description: <=
/strong>In groups of 4-6, you are to research an issue relevant to =
the mathematics curriculum at the secondary school level. You are to pla=
n a seminar presentation on that topic and conduct the seminar during yo=
ur scheduled time. You will have 50 minutes for your presentation This i=
s an opportunity for you to demonstrate good teaching practice in terms =
of timing, good communication, expert classroom management, generating a=
nd sustaining motivation, engaging learners, catering to a range of lear=
ning styles, promoting interest and deep learning. With 4-6 members in e=
ach group, all group members must be seen to contribute.
The choice of topic is negotiable, but some ideas to get you thinki=
ng include:
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Basics and es=
sentials =96 we need a rigorous approach to mathematics teaching
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A common core=
curriculum fails to support all learners of mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Girls and mat=
hematics =96 what=92s the issue?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Technology =96=
promoting laziness or understanding?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Numeracy acro=
ss the curriculum, not just the responsibility of mathematics teachers
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Connections b=
etween mathematics and science
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Textbooks =96=
the bane of effective teachers or a valuable resource?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Tests are the=
only true ways to measure mathematics learning
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Critical nume=
racy =96 an essential outcome of school mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Promoting soc=
ial awareness through mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Relational vs=
instrumental learning of (topic)
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Inclusive pra=
ctices in mathematics teaching
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Essential ing=
redients of an effective mental computation program in secondary school =
mathematics
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Ind=
ividual Reflective Report
Type: Essay
Learning Objectives=
Assessed: 1, 2, 3
Due Date:
=
20 Jul 10 16:30 - 26 Oct 10 16:30 Due one w=
eek after group tutorial presentation
=
Weight: 25%
=
=
Task Description: <=
/strong>This is an individual written assignment, based on the issu=
e that was the focus of your group tutorial presentation. The literature=
and other references you sourced for preparation of your tutorial prese=
ntation will be the basis for material presented in your essay.Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
More Information: UQ students: Please sign in to mySI-net to view your list of enrolled =
courses and click the relevant Profile link to access more inform=
ation about this assessment item
Submission: PLEASE NOTE CHANGES TO ASSIGNMENT SUBM=
ISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s=
assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m=
yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting =
as one's own original work the ideas, interpretations, words or creative=
works of another. These include published and unpublished documents, de=
signs, music, sounds, images, photographs, computer codes and ideas gain=
ed through working in a group. These ideas, interpretations, words or wo=
rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P=
lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make=
s a comprehensive statement about the University's approach to plagiaris=
m, including the approved use of plagiarism detection software, the cons=
equences of plagiarism and the principles associated with p=
reventing plagiarism.
Feedback on Assessment
Feedback is essential to e=
ffective learning and students can expect to receive appropriate and tim=
ely feedback on all assessment.=A0For a detailed explanation of the feed=
back you are entitled to, you should consult the policy on Student Acces=
s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback =
into your learning; make use of the assessment criteria that you are giv=
en; be aware of the rules, policies and other documents related to asses=
sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does =
not reflect your performance. Please refer to the myAdvisor web site. (=
http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<=
/div>
=
6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S=
tudents on a placement course =96 also known as a work placement, intern=
ship, industry study, industry experience, clinical practice, clinical p=
lacement, practical work, practicum, fieldwork, teaching practice =96 sh=
ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/=
index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl=
ude a professional/work placement, internship, clinical practice, teachi=
ng practice or other similar activity which involves them in regular con=
tact with children should refer to the University policy, Working with C=
hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004=
) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis=
ability who may require alternative academic arrangements, including ass=
essment, in the course/program is encouraged to seek advice at the comme=
ncement of the semester from a Disability Adviser at Student Support Ser=
vices.=A0Refer to the University policy, Students with a Disability (Dis=
ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t=
o the policy on Special Arrangements for Examinations for Students with =
a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi=
th the University policies on occupational health and safety in the labo=
ratory.
=
=
Learning Summary
Below is a table showing the relationship between the learni=
ng objectives for this course and the =
broader graduate attributes developed, the learning activiti=
es used to develop each objective and =
the assessment task used to assess each objective. =
=
Learning Objectives
After successfully completing this=
course you should be able to:
1 explain the importance of m=
athematics for general education, effective citizenship and employment;<=
br>2 identify and discuss fundamental princi=
ples related to the teaching and learning of mathematics;
3 identify and justify strategies for teaching specific=
topics in junior secondary school mathematics;
4&nb=
sp; plan and sequence learning activities that allow students to de=
monstrate what they know and can do with what they know in terms of syll=
abus learning outcomes;
5 select, adapt, =
or design appropriate resources for learning and/or assessment.
=
Assessment & Learning Activities
Learning Objectives
1
2
3
4
5
Learning Activities
What is mat=
hematics? (Other)
=
![3D"selected"](3D"../images/dot.jpg")
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
The Mathema=
tics Syllabus (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Mathematica=
l Sense (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Curriculum =
Strand - Measurement (Other)
=
&nb=
sp;
&nb=
sp;
Curriculum =
Strand - Rational Number (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Curriculum =
Strand - Algebraic Thinking (Other)
=
&nb=
sp;
&nb=
sp;
NO CLASS (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Curriclum S=
trand - Chance and Data (Other)
=
&nb=
sp;
&nb=
sp;
Curriculum =
Strand - Space (Other)
=
&nb=
sp;
&nb=
sp;
NO CLASS (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Preparation=
for Group Presentations (Workshop)
=
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
Assessment =
and Planning (Lecture)
=
&nb=
sp;
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
Assessment =
and Planning (Lecture)
=
&nb=
sp;
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
NO CLASS (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Assessment =
and Planning (Lecture)
=
&nb=
sp;
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
Investigati=
ons (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
Investigati=
ons (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Group Tutor=
ial Presentations (Presentation)
=
Reform in M=
athematics (Discussion)
=
&nb=
sp;
&nb=
sp;
Assessment Tasks
Tutorial participation and on-line activities
=
=
![3D"selected"](3D"../images/do=)
=
=
=
=
=
=
=
=
=
Teaching Plan
=
=
=
=
=
=
=
=
=
=
=
Group Tutorial Presentation
=
=
=
=
=
=
=
=
=
=
=
Individual Reflective Report
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
Learning Objectives
1
2
3
4
5
Graduate Attributes=
=
A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
=
<=
strong>A1. A comprehensive and well-founded knowledge=
in the field of study.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
<=
strong>A4. An understanding of how other disciplines =
relate to the field of study.
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
<=
strong>A5. An international perspective on the field of =
study.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
B EFFECTIVE COMMUNICATION
=
<=
strong>B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and sp=
oken forms.
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B2. The ability to interact effectively with others in order to work towards a common outcome.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
<=
strong>B3. The ability to select and use the a=
ppropriate level, style and means of communication.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B4. The ability to engage effectively and appr=
opriately with information and communication technologies.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
C INDEPENDENCE AND CREATIVITY
=
<=
strong>C1. The ability to work and learn independentl=
y.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>C3. The ability to generate ideas and adapt in=
novatively to changing environments.
=
=
=
=
=
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>C4. The ability to identify problems, create s=
olutions, innovate and improve current practices.
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
D CRITICAL JUDGEMENT
=
<=
strong>D1. The ability to define and analyse problems=
.
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
<=
strong>D2. The ability to apply critical reasoning to is=
sues through independent thought and informed judgement.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
<=
strong>D3. The ability to evaluate opinions, make dec=
isions and to reflect critically on the justifications for de=
cisions.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
E ETHICAL AND SOCIAL UNDERSTANDING =
=
<=
strong>E1. An understanding of social and civi=
c responsibility.
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
<=
strong>E2. An appreciation of the philosophical a=
nd social contexts of a discipline.
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
<=
strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
=
=
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity.
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
feedback&=
nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
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/* course profile text styling */
h1{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 200%; color :#000; text-align: center; padding-bottom: 10px; padding-top: 10px;}
h2{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 160%; color: #000; border-bottom-color: #CCCCCC; border-bottom-width: 1px; border-bottom-style: solid; padding-bottom: 3px; padding-top: 20px;}
h3{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 130%; color: #000; padding-top: 15px; padding-bottom: 10px;}
h4{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 100%; color: #000; padding-top: 15px; padding-bottom: 10px; font-weight: bold;}
p{ padding: 0 10px 10px 0; margin:0;}
div.infoIndent { padding: 0 0 0 50px;}
div.infolargeIndent { padding: 0 0 0 100px;}
ul, ol{ padding: 0 10px 10px 20px; margin: 0;}
hr.divider { margin: 0; padding: 0 10px; width: 100%; color: #000 ; background-color: #000; border: 0; height: 1px; }
.subheader{ text-align: center; color: #999999;}
.grey{ color: #CCCCCC;}
.learningobjectives{padding-left: 10%;}
.assessmentheading{ font-size: 130%; color: #000; }
.assessmentbreak{ border-bottom-color: #000000; border-bottom-width: 1px; border-bottom-style: solid;}
.assessDetail{ line-height: 150%;}
.successText { border: 1px solid green; color: #008000; font-style:bold; margin: 10px 0; padding: 5px 0; }
.errorText { border: 1px solid red; color: #CC0000; font-style:bold; margin: 10px 0; padding: 5px 0; }
.errorText a:link, .errorText a:visited {
color: #CC0000;
text-decoration: none;
}
.errorText a:hover, .errorText a:active {
color: #CC0000;
text-decoration:underline;
}
/* Student Noticeboard */
div.notice { margin: 0 0 20px 0; padding: 0; color: #000; background-color: #DFEBFB; width: 100%; }
div.noticeContent { margin: 0; padding: 2px 5px; clear: both;}
div.noticeHeader { margin: 0; padding: 0; float: left; color: #FFF; background-color: #003399; }
div.notice h3 { margin: 0; padding: 2px 0 2px 5px; float: left; color: #FFF; }
div.noticeDate { margin: 0; padding: 2px 5px 2px 0; float: right; color: #FFF; }
/* Course Profile Table Styling */
.tblData {background-color: #EEE; width: 100%; margin: 0 0 20px 0;}
.headingrow {color: #000; font-weight: bold;}
.tblborder{width:93%; margin-left:5%; border: 1px solid #000; border-collapse: collapse;}
.tblborder td {border: 1px solid #000; padding: 3px;}
/* break up for print views */
div.breakBefore
{
page-break-before: always;
}
.tblTraining { border-collapse:collapse; margin:0; width:400px; border: 1px solid black;}
.tblTraining td { padding:5px; text-align:center; border: 1px solid black;}
.tblTraining th {padding:5px; font-weight:bold; background-color:#CCCCCC; border: 1px solid black;}
.tblTraining tr.odd {background-color:#FFFFFF;}
.tblTraining tr.even {background-color:#EEEEEE;}
table.tblStudentView {
border-collapse: collapse;
width: 100%;
margin: 5px 0;
background-color: #FFF;
text-align: center;
border: 1px solid black;
}
table.tblStudentView td {
padding: 2px;
border: 1px solid black; */
background-color: #FFF;
}
/********************* Link Colour ************************** /
/ /
/ To make a change to the link colour and mouseover/hover /
/ state of the link text, please change the color in BOTH /
/ tags below if required. /
/ /
/*************************************************************/
a:link,a:active,a:visited { color : #0033CC; text-decoration:none; }
a:hover { color : #0033CC; text-decoration: underline; }
/**************** Background Colour Tags ******************** /
/ /
/ The background colour of the navigation menu and divider /
/ can be modified here. They should both be the SAME colour. /
/ /
/*************************************************************/
td.menu { background-color: #DFEBFB; }
td.divider { background-color: #DFEBFB; height: 20px; }
/******************** Navigation Menu *********************** /
/ /
/ The Navigation Menu on all new templates are CSS controlled /
/ Only ONE element of the menu can be modified (below) /
/ i.e. the colour of the mouseover/hover state. /
/ /
/*************************************************************/
/********* Navigation Menu Tags - Do not modify these *******/
table.navtable { width: 190px; }
#navcontainer ul { margin-left: 6px; padding: 0; list-style-type: none; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; }
#navcontainer li { margin: 0 0 .2em 0; }
#navcontainer a { display: block; color: #000; background-color: #FFFFFF; width: 14em; padding: .4em .8em; text-decoration: none; }
/*** Navigation Menu Tags - You can modify the hover (background) colour **/
#navcontainer a:hover { background-color: #EAF2FD; color: #000; }
/***************** Content (Level 2) Pages ****************** /
/ /
/ Please DO NOT modify any of these tags. They are separate /
/ from the constant tags (above) as they serve their purpose /
/ in only the content (Level 2) pages. /
/ /
/*************************************************************/
#breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 5px; margin-left: 10px; margin-right: 10px; }
#content { padding: 2px; margin-left: 10px; margin-right: 10px; }
#relatedlink { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 0px; margin-right: 10px; font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 14px; color: #333; }
td.contentheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 18px; font-weight: bold; color: #333; }
table.infotable { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 2px; margin-right: 2px; width: 161px; }
/* Extra */
/* login form */
table.tblLogin {
border-collapse: collapse;
text-align: left;
background: #DFEBFB;
margin: 0;
}
table.tblLogin td{
padding: 0 3px 0 3px;
}
.tblLogin tr.header td { background-color: #003399; color: #FFF; font-weight: bold;}
.frmLogin { margin: 0; padding: 0; }
.frmLabel { font-weight: bold; }
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= Printed: 15 February 2010, 07:50PM
= This printed course profile is valid at the date and time specified a= bove. The course profile may be subject to change during the semester =96= the online version is the authoritative version. =
This is the publicly-accessible version of this profile, which is sl= ightly incomplete. If you are enrolled in this course you can access the= complete course profile, including assessment criteria and marking deta= ils and full contact information, from the Profile link in your l= ist of enrolled courses in mySI= -net.
1. General Course Information
=1.1 Course Details
Course Code: EDUC6645 Course Tit=
le: Introduction to Teaching Secondary Mathematics
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 1L1T = =
Restrictions: Entry to the Graduate Diploma of Education (S=
econdary) or entry to Bachelor of Education (Secondary) (Dual degree) pr=
ofessional year. =
Incompatible: EDU= C4061, EDUC4012, EDUC 4360, EDUC6725 & EDUC6840 =
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 1L1T = =
Incompatible: EDU= C4061, EDUC4012, EDUC 4360, EDUC6725 & EDUC6840 =
Course Description: This course is offer=
ed as an elective for preservice students who may be required to teach m=
athematics in the junior secondary school in addition to, or instead of,=
the subjects in which they have received formal preparation. The cours=
e introduces students to theories of learning and teaching mathematics i=
n the secondary school, and develops practical skills relating to mathem=
atics lesson planning, curriculum design and assessment.
Assumed Bac=
kground: Students enrolled in this course will have experienced=
secondary school mathematics. Students will also have some knowledge of=
successful classroom practices in mathematics. Through this course, stu=
dents will become familiar with current syllabus documents related to ju=
nior secondary school mathematics, and the philosophy and principles upo=
n which they are based. It is not expected that students will be wholly =
familiar with the curriculum in junior secondary school mathematics.
=
= =
= =
= =
= =
GRADUATE ATTRIBUTE LEARNING OBJECTIVES
A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and well-founded knowledge i=
n the field of study. 2, =
3 A4. An understanding of how other disciplines relate to the f=
ield of study. 1=
A5. An int=
ernational perspective on the field of study. 1, 2
B. EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organ=
ise information and ideas and to convey those ideas=
clearly and fluently, in both written and spoken f=
orms. 1, 3, 4, 5 B2. The a=
bility to interact effectively with others in order to work towar=
ds a common outcome. 2, 3=
, 4 B3. The ability to select and use the appropriate level<=
/b>, style and means of communication. 1, 2, 3, 4, 5 B4. The ability to engage effect=
ively and appropriately with information and communication techno=
logies. 3, 4, 5
C. INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently.=
1, 2, 3, 4, 5 C3. The ability=
to generate ideas and adapt innovatively to changing envi=
ronments. 5 =
C4. The ability to=
identify problems, create solutions, innovate and =
improve current practices. 2
D. CRITICAL JUDGEMENT
D1. The ability to define and analyse problems.<=
/td>2, 3 D2. The ability to app=
ly critical reasoning to issues through independent thought a=
nd informed judgement. 3, 4 D3. =
The ability to evaluate opinions, make decisions =
and to reflect critically on the justifications for decisions. 3, 5
E. ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic resp=
onsibility. 1 E2. An ap=
preciation of the philosophical and social contexts of=
a discipline. 1=
E4. A know=
ledge and respect of ethics and ethical standards in relation to a major area of study. 4, 5 <=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity. 1 =
=
=
=
=
=
=
=95 are intellectually challenging
=95 value diversity
=95 incorporate effective assessment and reporting of student learning.=
The five standards in dimension o= ne addressed in this course are:
Standard 1 =96 Desig= n and implement engaging and flexible learning experiences for individua= ls and groups.
Standard 2 =96 Design and implement lea= rning experiences that develop language, literacy and numeracy.
Standard 4 =96 Design and imple= ment learning experiences that value diversity.
Standa= rd 5 =96 Assess and report constructively on student learning.
1.2 Course Introduction
The study of mathematics is = an essential element of a general education for all Australians. Mathema= tics is considered worldwide to be a basis of our modern technological s= ociety. The teaching of mathematics at all levels is changing in respons= e to research into teaching and learning and changes in our technologica= l society. This course introduces students to the junior secondary schoo= l mathematics curriculum, and emphasises the need for curriculum reform = in those years. Through this course, students will be asked to reflect u= pon their own mathematics education at junior secondary school level, an= d to consider what it means to be an expert teacher of mathematics in th= ose years. As it is not uncommon for junior secondary mathematics classe= s to be assigned to teachers who did not specialise in mathematics metho= ds in their preservice teacher education program, this course is offered= as an elective for preservice students who may desire to teach in this = area.
= =
1.3 Course Staff
=
Course Coordinator: Dr Jana Visnovska
&nb=
sp; Email: j.visnovska@uq.edu.au
=
=
= =
Tutor: Ms=
Mary Rafter
=
=
= =
UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
= =
1.4 Timetable
Timetables are available on mySI-net.
Additional Timetable Information
=
=
=
This course is delivered on-campus, matching the le= cture timetable for the Bachelor of Education and Graduate Diploma of Ed= ucation programs. There are nine weeks of face-to-face classess during t= he first semester (up until practicum), and then 4 further weeks of face= -to-face classes in semester 2 just prior to second semester practicum. = Attendance at all on-campus classes is compulsory.
2. Aims, Objectives & Graduate Attributes
=2.1 Course Aims
The aim of this course is to =
introduce preservice teachers to theories of learning and teaching mathe=
matics in the secondary school, and to develop practical skills relating=
to mathematics curriculum design, pedagogy, and assessment. This course=
will stress the importance of designing rich and exciting mathematical =
learning experiences for students in the secondary school for continued =
numeracy development in all subject areas and to promote the development=
of mathematical problem solving and thinking skills necessary for a tec=
hnological age. The important role of the teacher will be highlighted th=
rough exploration of teaching methods that incorporate appropriate langu=
age, materials and activities which connect to the world of the learner =
and to the discipline of the subject itself, and which also encourage st=
udents to think and reason mathematically. Through exploration of key co=
ncepts associated with particular strands of the school mathematics curr=
iculum, students will become familiar with local, state and national cur=
riculum and policy documents for school mathematics and numeracy.
<=
/div>
=
=
2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 explain the importance of m=
athematics for general education, effective citizenship and employment;<=
br>2 identify and discuss fundamental princi=
ples related to the teaching and learning of mathematics;
3 identify and justify strategies for teaching specific= topics in junior secondary school mathematics;
4&nb= sp; plan and sequence learning activities that allow students to de= monstrate what they know and can do with what they know in terms of syll= abus learning outcomes;
5 select, adapt, = or design appropriate resources for learning and/or assessment.
=
=
=
3 identify and justify strategies for teaching specific= topics in junior secondary school mathematics;
4&nb= sp; plan and sequence learning activities that allow students to de= monstrate what they know and can do with what they know in terms of syll= abus learning outcomes;
5 select, adapt, = or design appropriate resources for learning and/or assessment.
=
2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
3. Learning Resources
3.1 Required Resources
| Queensland Studies Authority (QSA) (2004). Years 1-10 Mathem= atics Syllabus. Brisbane: Government Printer. | = |
3.2 Recommended Resources
| Goos, M., Stillman, G., & Vale, C. (2007). Teaching = Secondary School Mathematics: Research and Practice for the 21st century= . Sydney: Allen & Unwin. | = |
3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6645).
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
=
=
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
3.5 Other Learning Resources & Information
University Library
The University=92s Social Sciences and Humanities (SS&H) Library ho=
uses an extensive collection of references on the teaching, learning and=
assessment of mathematics. In addition, the SS&H Curriculum Reserve col=
lection and the Ipswich campus Library contain a wide range of resources=
to support teaching mathematics in schools (see the list of selected re=
sources below). Mathematics teaching journals, found in the periodical c=
ollection in the Library, are also an excellent source of practical idea=
s and activities for the classroom (see the list of selected journals be=
low). The library=92s multimedia section has several collections of vide=
os on mathematics topics taught in the junior and senior school, togethe=
r with CD-ROMs on teaching and assessment strategies. Resources availabl=
e on the Internet can also be accessed through terminals in the library.=
Queensland Association of Mathematics Teachers<=
/i>
Students are encouraged to join the Queensland Association of Mathe=
matics Teachers (QAMT; web address h=
ttp://www.qamt.org). Membership entitlements includ=
e the QAMT journal and newsletter, discounts to workshops and conference=
s, the newsletter of the Australian Association of Mathematics Teachers =
(AAMT), and discounted rates on AAMT=92s excellent range of print resour=
ces and software (available at http://www.aamt.edu.au). Membershi=
p application forms can be downloaded from the QAMT website, and a reduc=
ed membership rate is offered for full-time students.
Selected Journals
The Australian Mathematics Teacher
Australian Senior Mathematics Journal
The Mathematics Teacher
Arithmetic Teacher
Mathematics Teaching
Mathematics in School
Mathematics Teaching = in the Middle School
Mathematics Teaching = in the Middle School
School Science and Mathematics
Journal of Computers in Mathematics and Science Teaching
Mathematics and Computer Education
For the Learning of Mathematics
Cognition and Ins= truction
Cognition and Ins= truction
Mathematical Thinking and Learning
Educational Studies in Mathematics
Journal for Research in Mathematics
4. Teaching & Learning Activities
=4.1 Learning Activities
= =4.2 Other Teaching and Learning Activities Info= rmation
This is an internal course, inc= orporating lectures, practical workshops and tutorial presentations. Whe= re possible teaching and learning approaches used in on-campus workshops= are intended to model strategies that can be used in secondary mathemat= ics classrooms. Collegiality, collaboration and cooperative learning pra= ctices are encouraged in these sessions as they are fundamental professi= onal attributes. Class participation is regarded as being of particular = importance and attendance at all scheduled classes is compulsory. Natura= lly there will be cases where absence from class is unavoidable. Such ca= ses should be brought to the attention of the lecturer as soon as possib= le and be accompanied by a medical certificate or other documented evide= nce.
Through the successful completion of the course, students are p= rovided the opportunity to develop practices and knowledge that reflect = the standards developed by the QCT for graduates. As a curriculum course, the focus is primarily on the first dimension of the QCT Standa= rds: Teaching and learning (Standards 1 =96 5) and the teacher=92s role = in designing and managing individual and group learning experienc= es that:
=95 develop students=92 language, literacy and numeracy=95 are intellectually challenging
=95 value diversity
The five standards in dimension o= ne addressed in this course are:
Standard 1 =96 Desig= n and implement engaging and flexible learning experiences for individua= ls and groups.
Standard 2 =96 Design and implement lea= rning experiences that develop language, literacy and numeracy.
Standard 4 =96 Design and imple= ment learning experiences that value diversity.
Standa= rd 5 =96 Assess and report constructively on student learning.
These standards are based on the Professional Standards for Que= ensland Teachers (QCT, 2007). The Practice and Knowledge componen= ts identified under each Standard have been given a numerical reference = 1-13 for identification. The following table should be read in conjuncti= on with the full description of each Standard and its element as found i= n the QCT Program Approval Guidelines on http://www.qct.edu.au/PDF/ProgramAp= provalGuidelines.pdf
=A0
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Knowledge
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√
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√
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Standard 3
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Practice
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√
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√
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Knowledge
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√
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√
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√
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√
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√
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√
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√
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Standard 4
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Practice
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Knowledge
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√
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√
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√
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√
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√
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√
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√
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√
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√
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=A0
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Standard 5
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Practice
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√
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√
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√
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√
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√
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√
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=A0
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Knowledge
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√
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√
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√
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√
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√
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√
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√
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√
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√
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5. Assessment
=5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
=
=
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padding: 0;
font-family: Verdana, Arial, Helvetica, sans-serif;
font-style:normal;
font-size: 80%;
color: #000;
background-color: #FFF;
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font-size: 200%;
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text-align: center;
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padding-top: 10px;
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h2{
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margin: 0;
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margin: 0;
font-size: 130%;
color: #000;
padding-top: 15px;
padding-bottom: 10px;
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h4{
padding: 0;
margin: 0;
font-size: 100%;
color: #000;
padding-top: 15px;
padding-bottom: 10px;
font-weight: bold;
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p{
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margin:0;
padding-left: 5%;
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color: #000;
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/* Links */
a { font-weight: normal; text-decoration: none; }
a:link { color: #292964; }
a:visited { color: #003; }
a:hover { color: #F00; text-decoration:underline; }
a:active { color: #F00; }
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/********************** PLEASE NOTE ************************* /
/ /
/ Please follow the directions above each section. They will /
/ let you know what changes or additions can be made /
/ IMPORTANT: Please ensure you are familiar with CSS protocol /
/ before making ANY CHANGES /
/ /
/*************************************************************/
/****************** Site constant tags ********************** /
/ /
/ The tags below are NOT to be modified, deleted or added to. /
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/ /
/*************************************************************/
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td.toplinks { background-color: #367FCC; }
td.header { background-image: url(../images/header-background.gif); background-repeat: repeat; }
td.searchbar { font-size: 95%; height: 21px; background-image: url(../images/gradient.gif); background-repeat: repeat; }
td.feedback { font-size: 90%; height: 19px; background-image: url(../images/feedback-gradient.gif); background-repeat: repeat; }
input.searchbutton { vertical-align: bottom; }
.quicklink { font-size: 11px; background-color : #FAFAFA; width: 178px; }
#breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 10px; margin-right: 10px; }
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font,th,td,p { font-family: Verdana, Arial, Helvetica, sans-serif; }
input,textarea,select { font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 100%; }
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.searchbar { margin: 0; }
.contentlist { margin-left: 0; margin-top:0; padding-top:0; padding-left: 0; list-style: none;}
.contentlist li { padding-left: 0;}
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tr.tableheader { font-weight: bold; background-color: #CCCCCC;}
tr.tablerows { background-color: #EAEAEA;}
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h1{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 200%; color :#000; text-align: center; padding-bottom: 10px; padding-top: 10px;}
h2{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 160%; color: #000; border-bottom-color: #CCCCCC; border-bottom-width: 1px; border-bottom-style: solid; padding-bottom: 3px; padding-top: 20px;}
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h4{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 100%; color: #000; padding-top: 15px; padding-bottom: 10px; font-weight: bold;}
p{ padding: 0 10px 10px 0; margin:0;}
div.infoIndent { padding: 0 0 0 50px;}
div.infolargeIndent { padding: 0 0 0 100px;}
ul, ol{ padding: 0 10px 10px 20px; margin: 0;}
hr.divider { margin: 0; padding: 0 10px; width: 100%; color: #000 ; background-color: #000; border: 0; height: 1px; }
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text-decoration: none;
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.errorText a:hover, .errorText a:active {
color: #CC0000;
text-decoration:underline;
}
/* Student Noticeboard */
div.notice { margin: 0 0 20px 0; padding: 0; color: #000; background-color: #DFEBFB; width: 100%; }
div.noticeContent { margin: 0; padding: 2px 5px; clear: both;}
div.noticeHeader { margin: 0; padding: 0; float: left; color: #FFF; background-color: #003399; }
div.notice h3 { margin: 0; padding: 2px 0 2px 5px; float: left; color: #FFF; }
div.noticeDate { margin: 0; padding: 2px 5px 2px 0; float: right; color: #FFF; }
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.tblData {background-color: #EEE; width: 100%; margin: 0 0 20px 0;}
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div.breakBefore
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}
.tblTraining { border-collapse:collapse; margin:0; width:400px; border: 1px solid black;}
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.tblTraining th {padding:5px; font-weight:bold; background-color:#CCCCCC; border: 1px solid black;}
.tblTraining tr.odd {background-color:#FFFFFF;}
.tblTraining tr.even {background-color:#EEEEEE;}
table.tblStudentView {
border-collapse: collapse;
width: 100%;
margin: 5px 0;
background-color: #FFF;
text-align: center;
border: 1px solid black;
}
table.tblStudentView td {
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border: 1px solid black; */
background-color: #FFF;
}
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/ /
/ To make a change to the link colour and mouseover/hover /
/ state of the link text, please change the color in BOTH /
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/ /
/*************************************************************/
a:link,a:active,a:visited { color : #0033CC; text-decoration:none; }
a:hover { color : #0033CC; text-decoration: underline; }
/**************** Background Colour Tags ******************** /
/ /
/ The background colour of the navigation menu and divider /
/ can be modified here. They should both be the SAME colour. /
/ /
/*************************************************************/
td.menu { background-color: #DFEBFB; }
td.divider { background-color: #DFEBFB; height: 20px; }
/******************** Navigation Menu *********************** /
/ /
/ The Navigation Menu on all new templates are CSS controlled /
/ Only ONE element of the menu can be modified (below) /
/ i.e. the colour of the mouseover/hover state. /
/ /
/*************************************************************/
/********* Navigation Menu Tags - Do not modify these *******/
table.navtable { width: 190px; }
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#navcontainer a { display: block; color: #000; background-color: #FFFFFF; width: 14em; padding: .4em .8em; text-decoration: none; }
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/ /
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/ /
/*************************************************************/
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/* Extra */
/* login form */
table.tblLogin {
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text-align: left;
background: #DFEBFB;
margin: 0;
}
table.tblLogin td{
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.tblLogin tr.header td { background-color: #003399; color: #FFF; font-weight: bold;}
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.frmLabel { font-weight: bold; }
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5.5 Assessment Detail
=
Tutorial =
participation and on-line activities
Type: Participation
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
= 23 Feb 10 10:00 - 29 Oct 10 16:30
= Weight: 15%
= = = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Learning Objectives= Assessed: 1, 2, 3, 4, 5
= 23 Feb 10 10:00 - 29 Oct 10 16:30
= Weight: 15%
= = = Task Description: <= /strong>
Throughout the course, a series of tasks is to be completed=
, including participation in activities and discussions during the weekl=
y workshop classes. You will be expected to form study groups to assist =
in completion of =91homework=92 tasks and also for preparation of your g=
roup assessment task.
=
Tea=
ching Plan
Type: Plan
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
= 23 Feb 10 16:30 - 20 Apr 10 16:30 1200-1500= words
= Weight: 35%
= = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
= Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Learning Objectives= Assessed: 1, 2, 3, 4, 5
= 23 Feb 10 16:30 - 20 Apr 10 16:30 1200-1500= words
= Weight: 35%
= = Task Description: <= /strong>
For this assignment, you are required to complete a teachin=
g plan outlining a single teaching episode for a mathematics class in th=
e junior secondary school. The teaching plan must contain the following:=
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A rational=
e that clearly states the importance of the activity specifically as=
it relates to students of the selected year level, makes links to state=
ments from the literature, mathematics curriculum/syllabus documents and=
/or other relevant documents, and outlines and justifies the teaching ap=
proaches to be used in implementation of the teaching episode.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 General de=
tails including title, duration, grade level suitability and date (a=
ctual date can be left blank)
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The aim of the lesson, written as a succinct statement that summarises the act=
ual teaching episode, specifically stating what the students will be doi=
ng in the activity, and why they will be doing it (i.e., written in the =
what/why format-as detailed in lecture notes).
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A step-by-=
step description of how you intend the episode to be implemented. In=
this section, the three components of a lesson should be identifiable =96=
introduction, body, conclusion. The introduction should set the scene f=
or the activity and be seen to capture students=92 attention and motivat=
ion. The body should clearly describe teacher actions and student activi=
ties. Teacher questions should also be listed. A conclusion must provide=
the opportunity for lesson closure and could be in the form of a quiz o=
r teacher questions. This section should be sufficiently detailed so tha=
t the lesson can be clearly envisioned, and its appropriateness, suitabi=
lity, relevance and enjoyment can be sufficiently gauged by the reader. =
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A description=
of how you will evaluate the episode=92s effectiveness.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Complete r=
esources required to implement each episode (e.g., OHTs, worksheets,=
etc) or full descriptions of them (e.g., work cards, games, large bulky=
objects, etc).
= Submission:
PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Gro=
up Tutorial Presentation
Type: Presentation
Learning Objectives= Assessed: 1, 2, 3, 5
Due Date:
= 13 Jul 10 10:00 - 19 Oct 10 12:00 Duration = 50 minutes
= Weight: 25%
= = Task Description: <= /strong>
Learning Objectives= Assessed: 1, 2, 3, 5
= 13 Jul 10 10:00 - 19 Oct 10 12:00 Duration = 50 minutes
= Weight: 25%
= = Task Description: <= /strong>
In groups of 4-6, you are to research an issue relevant to =
the mathematics curriculum at the secondary school level. You are to pla=
n a seminar presentation on that topic and conduct the seminar during yo=
ur scheduled time. You will have 50 minutes for your presentation This i=
s an opportunity for you to demonstrate good teaching practice in terms =
of timing, good communication, expert classroom management, generating a=
nd sustaining motivation, engaging learners, catering to a range of lear=
ning styles, promoting interest and deep learning. With 4-6 members in e=
ach group, all group members must be seen to contribute.
The choice of topic is negotiable, but some ideas to get you thinki=
ng include:
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Basics and es=
sentials =96 we need a rigorous approach to mathematics teaching
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A common core=
curriculum fails to support all learners of mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Girls and mat=
hematics =96 what=92s the issue?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Technology =96=
promoting laziness or understanding?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Numeracy acro=
ss the curriculum, not just the responsibility of mathematics teachers
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Connections b=
etween mathematics and science
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Textbooks =96=
the bane of effective teachers or a valuable resource?
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Tests are the=
only true ways to measure mathematics learning
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Critical nume=
racy =96 an essential outcome of school mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Promoting soc=
ial awareness through mathematics
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Relational vs=
instrumental learning of (topic)
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Inclusive pra=
ctices in mathematics teaching
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Essential ing=
redients of an effective mental computation program in secondary school =
mathematics
=
Ind=
ividual Reflective Report
Type: Essay
Learning Objectives= Assessed: 1, 2, 3
Due Date:
= 20 Jul 10 16:30 - 26 Oct 10 16:30 Due one w= eek after group tutorial presentation
= Weight: 25%
= = Task Description: <= /strong>Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
More Information: UQ students: Please sign in to mySI-net to view your list of enrolled =
courses and click the relevant Profile link to access more inform=
ation about this assessment item
Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Learning Objectives= Assessed: 1, 2, 3
= 20 Jul 10 16:30 - 26 Oct 10 16:30 Due one w= eek after group tutorial presentation
= Weight: 25%
= = Task Description: <= /strong>
This is an individual written assignment, based on the issu=
e that was the focus of your group tutorial presentation. The literature=
and other references you sourced for preparation of your tutorial prese=
ntation will be the basis for material presented in your essay.
PLEASE NOTE CHANGES TO ASSIGNMENT SUBM=
ISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s= assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m= yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting = as one's own original work the ideas, interpretations, words or creative= works of another. These include published and unpublished documents, de= signs, music, sounds, images, photographs, computer codes and ideas gain= ed through working in a group. These ideas, interpretations, words or wo= rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P= lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make= s a comprehensive statement about the University's approach to plagiaris= m, including the approved use of plagiarism detection software, the cons= equences of plagiarism and the principles associated with p= reventing plagiarism.
Feedback on Assessment
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback = into your learning; make use of the assessment criteria that you are giv= en; be aware of the rules, policies and other documents related to asses= sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does = not reflect your performance. Please refer to the myAdvisor web site. (= http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<= /div> =6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
= =
Learning Summary
Below is a table showing the relationship between the learni= ng objectives for this course and the = broader graduate attributes developed, the learning activiti= es used to develop each objective and = the assessment task used to assess each objective. =
=Learning Objectives
After successfully completing this=
course you should be able to:
1 explain the importance of m=
athematics for general education, effective citizenship and employment;<=
br>2 identify and discuss fundamental princi=
ples related to the teaching and learning of mathematics;
3 identify and justify strategies for teaching specific= topics in junior secondary school mathematics;
4&nb= sp; plan and sequence learning activities that allow students to de= monstrate what they know and can do with what they know in terms of syll= abus learning outcomes;
5 select, adapt, = or design appropriate resources for learning and/or assessment.
=
3 identify and justify strategies for teaching specific= topics in junior secondary school mathematics;
4&nb= sp; plan and sequence learning activities that allow students to de= monstrate what they know and can do with what they know in terms of syll= abus learning outcomes;
5 select, adapt, = or design appropriate resources for learning and/or assessment.
=
Assessment & Learning Activities
| Learning Objectives | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Learning Activities | |||||
| What is mat= hematics? (Other) | =
|
&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| The Mathema= tics Syllabus (Other) | =&nb= sp; |
|
&nb= sp; | &nb= sp; | &nb= sp; |
| Mathematica= l Sense (Other) | =
|
&nb= sp; |
|
&nb= sp; | &nb= sp; |
| Curriculum = Strand - Measurement (Other) | =&nb= sp; | &nb= sp; |
|
|
|
| Curriculum = Strand - Rational Number (Other) | =&nb= sp; | &nb= sp; |
|
|
&nb= sp; |
| Curriculum = Strand - Algebraic Thinking (Other) | =&nb= sp; | &nb= sp; |
|
|
|
| NO CLASS (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Curriclum S= trand - Chance and Data (Other) | =&nb= sp; | &nb= sp; |
|
|
|
| Curriculum = Strand - Space (Other) | =&nb= sp; | &nb= sp; |
|
|
|
| NO CLASS (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Preparation= for Group Presentations (Workshop) | =&nb= sp; |
|
|
|
|
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| Assessment = and Planning (Lecture) | =
|
|
&nb= sp; | &nb= sp; |
|
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| Assessment = and Planning (Lecture) | =
|
|
&nb= sp; | &nb= sp; |
|
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| NO CLASS (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Assessment = and Planning (Lecture) | =
|
|
&nb= sp; | &nb= sp; |
|
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| Investigati= ons (Lecture) | =&nb= sp; |
|
|
&nb= sp; | &nb= sp; |
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| Investigati= ons (Lecture) | =&nb= sp; |
|
|
&nb= sp; | &nb= sp; |
| Group Tutor= ial Presentations (Presentation) | =
|
|
|
|
|
| Reform in M= athematics (Discussion) | =
|
|
|
&nb= sp; | &nb= sp; |
| Assessment Tasks | |||||
= = = =
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
| Learning Objectives | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Graduate Attributes= | |||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |||||
| <= strong>A1. A comprehensive and well-founded knowledge= in the field of study. | == = | =
=
|
=
=
|
=
= = | == = | =
| <= strong>A4. An understanding of how other disciplines = relate to the field of study. | =
=
|
=
= = | == = | == = | == = | =
| <= strong>A5. An international perspective on the field of = study. | =
=
|
=
=
|
=
= = | == = | == = | =
| B EFFECTIVE COMMUNICATION | |||||
| <=
strong>B1. The ability to collect, analyse and |
=
=
|
=
= = | =
=
|
=
=
|
=
=
|
=
| <= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. | == = | =
=
|
=
=
|
=
=
|
=
= = | =
| <= strong>B3. The ability to select and use the a= ppropriate level, style and means of communication. = |
=
|
=
=
|
=
=
|
=
=
|
=
=
|
=
| <= strong>B4. The ability to engage effectively and appr= opriately with information and communication technologies. | == = | == = | =
=
|
=
=
|
=
=
|
=
| C INDEPENDENCE AND CREATIVITY | |||||
| <= strong>C1. The ability to work and learn independentl= y. | =
=
|
=
=
|
=
=
|
=
=
|
=
=
|
=
| <= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. | == = | == = | == = | == = | =
=
|
=
| <= strong>C4. The ability to identify problems, create s= olutions, innovate and improve current practices. | == = | =
=
|
=
= = | == = | == = | =
| D CRITICAL JUDGEMENT | |||||
| <= strong>D1. The ability to define and analyse problems= . | == = | =
=
|
=
=
|
=
= = | == = | =
| <= strong>D2. The ability to apply critical reasoning to is= sues through independent thought and informed judgement. = | = = | == = | =
=
|
=
=
|
=
= = | =
| <= strong>D3. The ability to evaluate opinions, make dec= isions and to reflect critically on the justifications for de= cisions. | == = | == = | =
=
|
=
= = | =
=
|
=
| E ETHICAL AND SOCIAL UNDERSTANDING | =|||||
| <= strong>E1. An understanding of social and civi= c responsibility. | =
=
|
=
= = | == = | == = | == = | =
| <= strong>E2. An appreciation of the philosophical a= nd social contexts of a discipline. | =
=
|
=
= = | == = | == = | == = | =
| <= strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. = | = = | == = | == = | =
=
|
=
=
|
=
| <= strong>E5. A knowledge of other cultures and t= imes and an appreciation of cultural diversity. | =
=
|
=
= = | == = | == = | == = | =
| feedback&= nbsp; |
|
Authorised by: Deputy Vice-Chancellor (Academic) Maintained by: Software Services Last Updated - 24 May , 2006 |
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