Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is designed to give pre-service teachers a deep understanding of the mathematics and numeracy needed for quality teaching and learning in primary school contexts. A problem-solving approach is adopted in this course with an emphasis on content and assessment for "real-world" applications of mathematics. Students will develop a critical understanding of the societal and cultural diversity that surrounds and informs mathematics and numeracy teaching. Local and international educational research and policy will be drawn on to inform the development of
students' professional knowledge, skills and positive dispositions.
A key role of teachers is to help prepare students to become literate and numerate citizens. This course focusses on the teaching of mathematics and numeracy. The art of teaching is in how to guide students' learning, so while the content of primary mathematics is not challenging, how we develop students' skills and concepts through thoughtful pedagogies is the challenge for teachers. This course will familiarise you with the content of primary school mathematics, it will give you opportunities to experience how this can be used to develop students' numeracy and it will give you experiences with various teaching pedagogies and strategies.
Course requirements
Assumed background
This course assumes confidence and competence in primary school mathematics content.ﾠ
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1703
Restrictions
Entry into the Bachelor of Education (Primary) program.
Course contact
Lecturer
Course staff
Tutor
Mrs Judith Hillman
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to give preservice teachers hands-on experiences with the 'what' and 'how' of teaching mathematics and developing numeracy withﾠprimary school students. To achieve this aim, the course emphasises learning mathematics through contemporary pedagogies appropriate for primary schools, numeracy applications in the real world, and strong connections between course learning activities, mathematical content and teaching in primary classrooms.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a knowledge and a critical understanding of the importance of numeracy and mathematics and its relationship to contemporary issues in preparing children for full participation in community life, work and further education. (APST:1.2, 2.1, 2.5)
LO2.
Demonstrate knowledge and understanding of research into how students learn mathematics and numeracy and the implications for teaching. (APST: 1.2, 2.1)
LO3.
Critically analyse and solve a variety of mathematical tasks demonstrating knowledge and understanding of the mathematical concepts, substance and structures from different domains through application to real world contexts. (APST: 2.1)
LO4.
Demonstrate clear, fluent and coherent communication of mathematical thinking and reasoning using mathematical language including spoken, written and visual representations skills consistent with personal, professional and academic conventions in traditional and digital texts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Product/ Design |
AT1: Numeracy in digital action
|
15% Two Resources + 1100 word written text |
23/08/2024 2:00 pm |
| Creative Production/ Exhibition, Paper/ Report/ Annotation |
AT2: Group Numeracy video: Real life maths
|
35% Media + 1000 word Research Brief |
20/09/2024 2:00 pm |
| Portfolio | AT3: Mathematical problem-solving tasks | 50% |
Week 1 - Week 12
Weekly throughout the semester. Each weekly submission is due the Friday of the following week. For example, the Week 4 submission is due on the Friday of Week 5. |
Assessment details
AT1: Numeracy in digital action
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 15% Two Resources + 1100 word written text
- Due date
23/08/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L04
Task description
**BE SURE TO CAREFULLY READ THE CRITERIA IN THE TASK SHEET POSTED IN THE ASSESSMENT FOLDER IN BLACKBOARD**
Rationale: Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to recognise and use mathematics in the world; and having the dispositions and capacities to use their mathematical knowledge and skills purposefully. As a teacher, you will need to demonstrate an understanding and importance to the learning of mathematics and numeracy. Mathematics is a key learning area in primary school curriculum and has been identified as a gatekeeper subject for employment and further education. Primary teachers need to embed numeracy across the curriculum as a general capability in the Australian Curriculum.
Task: For this task, you are to use contemporary research perspectives of mathematics and numeracy to select and critically evaluate two digital resources that illustrate teaching numeracy and mathematics in action (500 words each). One selected resource must be a strong example and one must be a poor example in relation to contemporary research.
You will need to:
- engage with contemporary research literature to:
- examine the pervasive role of mathematics and numeracy across the curriculum and how this potentially impacts on life after school in personal and community life, work and further education;
- understand the importance of student dispositions, attitudes and affects in relation to learning mathematics;
- demonstrate knowledge of research into how students learn mathematics and numeracy and the implications for teaching.
- Search for, identify and critically evaluate two digital teaching and learning resources of varying quality (strong and poor) for numeracy in mathematics and broader curriculum areas.
- Select the better of your two digital resources to share with your peers in a class wiki.
Digital resources in this assignment are technological tools that a teacher and/or students can use to develop students’ understanding and appreciation of mathematics or numeracy. They must be interactive rather than static (eg not Youtube clips) and aim to develop students’ mathematics or numeracy. They must be freely available at no cost.
A critical evaluation in this assignment is an academic argument that weighs the benefits, limitations and further insights about the extent to which a digital resource develops students’ mathematics or numeracy, using (citing) contemporary research to justify points.
For the task, you must complete the following:
1. Structured description and critical evaluation for each of two digital resources:
- One digital resource that best exemplifies learning mathematics and/or numeracy in terms of contemporary research. Include a title, image, URL and short description of the resource (50 words), followed by a critical evaluation (500 words).
- One digital resource that poorly exemplifies learning mathematics and/or numeracy in terms of contemporary research. Include a title, image, URL and short description of the resource (50 words), followed by a critical evaluation (500 words).
2. Uploaded copy of the title, image, URL and short description of the best digital resource from #1a in the relevant category of the class wiki in Blackboard. It is not ideal, but acceptable (no penalty) if someone else has selected the same example.
Submission guidelines
Your submission will consist of the following:
1. Word document uploaded into the assignment link in Blackboard:
- One digital resource that best exemplifies learning mathematics and/or numeracy in terms of contemporary research. Include a title, image, URL and short description of the resource (50 words), followed by a critical evaluation (500 words).
- One digital resource that poorly exemplifies learning mathematics and/or numeracy in terms of contemporary research. Include a title, image, URL and short description of the resource (50 words), followed by a critical evaluation (500 words).
2. Uploaded copy of the title, image, URL and short description of the best digital resource from #1a in the relevant category of the class wiki in Blackboard. It is not ideal, but acceptable (no penalty) if someone else has selected the same example.
You must submit the assessment electronically via the assignment links on the course Blackboard site. By submitting your assignment, you are certifying that it is your original work and that is has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment and drafts you’ve created.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
AT2: Group Numeracy video: Real life maths
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Paper/ Report/ Annotation
- Weight
- 35% Media + 1000 word Research Brief
- Due date
20/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L04
Task description
**BE SURE TO CAREFULLY READ THE CRITERIA IN THE TASK SHEET POSTED IN THE ASSESSMENT FOLDER IN BLACKBOARD**
Rationale: Teachers often use videos or other media as focus activities to stimulate student learning and engagement. The fact that you can make your own presentation media means that you can bring relevance from the real world into the classroom. You can also make the link between Mathematics and Numeracy more readily than in the past. In the classroom, teacher media production serves as an important model for students who are making their own media using devices such as iPads. Your use of digital media tools will allow you to develop technical and communication skills in critical and creative ways to expand curriculum learning opportunities for all students including those from diverse linguistic, cultural, religious and socioeconomic backgrounds. At the same time, you will develop knowledge and understanding of the kinds of teaching strategies needed for using ICT such as those involved in the use and production of presentation media to support and expand curriculum learning opportunities for students.
Task: For this assignment, you will work in a group of 2 to create a teaching video, digital media or multi-media slide deck (eg Powerpoint, Google Slides, Apple Keynote) for a primary school aged audience that explores a real-life mathematics scenario. You are to upload with the research report a link to your video, digital media or multi-media slide deck.
Part A: The presentation (link to video, digital media or multi-media powerpoint to be included with research report)
- The video, media presentation or a multi-media slide deck (with 6-12 slides) that you and a partner produce is to be approximately 3 minutes duration (+ or - 30 seconds)
- You must choose a real-life scenario that illustrates a Numeracy context
- Your presentation must be suitable for an audience of children of primary school age.
- The content of your presentation must be organised into a logical sequence to explore the scenario and mathematics in it
- Your presentation must be compatible for easy viewing and downloading for assessment.
- This is not a ‘professional’ presentation! To be sustainable teacher-produced media, it just has to be competently made in a timely fashion. The information has to be correct.
Part B: The Research Report
This task also requires you to individually produce a research brief (1000 words) in which you:
- Make clear connections between the real world context you selected and the numeracy in it
- Demonstrate knowledge and understanding of research into how students learn the mathematical concept you are exploring and the implications for teaching of embedding it into a real-life context
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that is has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Any approved extension for one member of the pair will automatically apply to both members for both the video and accompanying report.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
AT3: Mathematical problem-solving tasks
- Mode
- Product/ Artefact/ Multimedia
- Category
- Portfolio
- Weight
- 50%
- Due date
Week 1 - Week 12
Weekly throughout the semester. Each weekly submission is due the Friday of the following week. For example, the Week 4 submission is due on the Friday of Week 5.
- Learning outcomes
- L02, L03, L04
Task description
**BE SURE TO CAREFULLY READ THE CRITERIA IN THE TASK SHEET POSTED IN THE ASSESSMENT FOLDER IN BLACKBOARD**
Rationale: As a quality teacher, you need mathematical content knowledge prior to and beyond the level you teach. Teachers who have a deep understanding of and able to reflect on their mathematical content knowledge are more likely to recognise and maximise young students’ potential to learn. This will support students to develop a positive disposition towards mathematics, which has been identified as a key contributor to students’ success. For these reasons, this assessment will help you to develop your understanding of mathematical structures and models and support you with the development of the deep knowledge of the mathematics required to teach primary school students.
Task: Throughout the course, you are required to work on a weekly mathematical folio, which is your opportunity to demonstrate your commitment to developing your mathematical disposition, understanding of the mathematical content and communication needed for teaching primary mathematics.
The folio consists of:
- Part A: Activity notes and reflection (completed in class).
- Part B: Notes on weekly text reading and annotated mathematical problem-solving that demonstrates mathematical disposition (curiosity, productive struggle), mathematical thinking and communication. Personal reflection on your developing mathematical understanding and fluency.
You are to upload your weekly folio. Part A will be checked in class; if you are absent, then you must include the activity notes, photos and reflection with your upload for Part B. You can choose two folio weeks not to be counted over the semester (assumed as your lowest or missing submissions).
Submission guidelines
Online in Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Contact the instructor directly if a short extension of a weekly portfolio entry is needed.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions which lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements: submissions which lack appropriate references, relevance, coherence, organisation and length. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions which lack appropriate references, relevance, coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topics; some elaboration of ideas and arguments; some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance or implications of the topics. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond merely replication of ideas from source material to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: 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 offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on comprehensive and complex understanding of the topics, interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades:
All assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example: A student receives the following three grades
Assignment 1: A grade of 6 at 15% weightingﾠ ﾠ ﾠ
Assignment 2: A grade of 5 at 35% weighting ﾠ ﾠ
Assignment 3: A grade of 5 at 50% weighting ﾠ ﾠ
The final grade for this student would be (A1: 15% x 6) + (A2: 35% x 5) +ﾠ(A3: 50% x 5) = 0.9 + 1.75 + 2.5 = 5.15
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 3 |
Workshop |
Weeks 1-3: Numeracy and mathematical disposition In these introductory weeks, we will introduce numeracy and outline the critical importance of mathematical disposition for developing mathematical understanding, fluency, problem-solving and reasoning Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 3 To Week 7 |
Workshop |
Weeks 3-7: Number and Algebra We will focus these weeks on exploring mathematical reasoning in number and algebra Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 8 To Week 9 |
Workshop |
Weeks 8-9: Measurement and Geometry Measurement and Geometry allow us to develop spatial awareness and how we measure our world Learning outcomes: L01, L02, L03, L04 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester break |
Multiple weeks From Week 10 To Week 11 |
Workshop |
Weeks 10-11: Probability & Statistics Uncertainty is a normal part of life. These weeks will focus on how probability and statistics gives us a way to capture and make sense of uncertainty. Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 12 To Week 13 |
Workshop |
Weeks 12-13: Bringing it all together In these final weeks, we will draw on our understanding across the course to look at the world and celebrate where we have come. Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.