Australian Catholic University
The Mathematics Teaching and Learning Research Centre (MTLRC) was established in 1989 at the Australian Catholic University, based at Melbourne Campus in Fitzroy. The Centre seeks to stimulate and support research and professional development in the teaching and learning of mathematics at primary, secondary and tertiary levels.
The Centre places importance on informing teachers about the implications of MTLRC and other research for classroom and school practice, and responding to issues of concern and interest of practitioners. For this reason, the expanding professional development program of the Centre provides an important link with schools and systems.
This is a core course that focuses on how the teaching of school Mathematics has changed in response to an increased focus on numeracy, and recent research on the teaching and learning of Mathematics. There is a strong emphasis on extending students’ knowledge and confidence in the mathematics that underpins school curricula at this level. This course will model a conceptually-rich, strategy-driven approach to the teaching and learning of Mathematics. Students will participate in the approaches and practices that enhance student learning in mathematics/numeracy. These include formative assessment, targeted teaching, open-ended questions, problem solving, rich tasks and investigations, mathematical games, and innovative uses of ICT and multimedia.
University of South Australia
To acquaint students with the processes of long-term planning and evaluation of the mathematics curriculum as well as individual reporting and assessment strategies.
To develop students’ personal understandings of the goals, purposes and methods of teaching mathematics in the middle and senior years of schooling.
To increase confidence and ability in mathematical skills, to provide an introduction to the understanding of mathematical principles of algebra and trigonometry, and to introduce systematic problem solving techniques.
To develop students’ understandings of teaching science and mathematics using an integrated approach appropriate for students in the middle years.
To develop students’ personal understandings of the goals, purposes and methods of teaching science in the senior years of schooling.
To extend the range of science and mathematics teaching skills so that students will be able to select appropriate technologies and methods to integrate them into the learning environment.
Science and Mathematics Education 5
To develop a wider perspective of the goals, purposes and methods of teaching science and mathematics in an area of interest.
Student’s (R to 7) construction of mathematical knowledge, processes and attitudes with insights gained from research and practice; pre-service teachers’ understanding of assessment strategies with an emphasis on authentic tasks and timely and constructive feedback; planning mathematical experiences for small and whole class groups; working with big ideas in Number, Space, Measurement, Chance and Data, Patterns and Relationships; integrating thinking and communicating mathematically; conducting mathematical learning experiences with small group of peers and students in a school setting and evaluating their learning with reflection on their responses; evaluating a variety of structured and informal materials, print and IT resources suitable for all students.
The focus of this unit is on making connections between what young children know about mathematics, what children need to know and the role of the educator in developing children's mathematical understanding. This includes identification of children's knowledge and developing and using assessment and intervention strategies. The unit is an introduction to social constructivist learning of mathematics and social cultural theory of learning and their application to early childhood learning environments. The unit develops educator knowledge of mathematics content areas; number, algebra, geometry, measurement and statistics and probability. There is a strong emphasis on integrating mathematics into everyday teaching.
Statistics and Probability, and the Proficiency Strands from the Australian Curriculum: Mathematics. Strategies for planning and assessing the effectiveness of teaching mathematics. Personal philosophical statements and beliefs about mathematics teaching and learning.
This unit explores the Australian Mathematics Curriculum and its relation to curricula from other countries with particular reference to the proficiency strands. The unit focuses on the development of deep understanding of the Number and Algebra strand and emphasises the identification of children's knowledge using assessment strategies including diagnostic assessment. Topics covered include number sense, early number knowledge, counting to place value, numeration, fractions, decimals and percentages, operations, algebraic thinking, number patterns and relationships, and making decisions about appropriate use of mental/written/electronic calculation strategies.
This unit precedes a series of units on mathematics education and focuses on pre-service teacher mathematical content knowledge and personal numeracy. Personal numeracy skills in mathematical relationships, expressions, and applications will be developed and personal attitudes and anxiety towards mathematics and levels of confidence of educators about teaching mathematics will be explored and addressed. The impact of educator mathematical content knowledge on the development and application of appropriate numeracy teaching strategies will be emphasised. Personal numeracy required by educators will be extended through consideration of mathematics in work and leisure, as well its role as a tool for understanding the world. Mathematical language and how to communicate mathematical ideas with words, pictures and symbols are emphasised. Particular aspects of mathematics required for teaching, including basic statistics, interpretation of national test data, and interpretation of research and government documents, are also covered. This unit emphasises Standard 2 (know the content and how to teach it) of the Australian Professional Standards for Teachers and aspects of Standard 5 (specifically 5.4). In addition, the Australian Children's Education and Care Quality Authority's Curriculum Specification 1 (psychology and child development), 2 (Education and curriculum studies), and 3 (early childhood pedagogies) are addressed.