Course coordinator
Dr Andrew Beencke
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 unit is designed to provide pre-service teachers with pedagogical content knowledge for teaching primary school mathematics by examining current research, curriculum and policy directions. The unit will introduce theories of effective teaching and learning practices in the content areas of number, algebra, measurement and geometry. Emphasis will be placed on approaches to teaching and learning mathematics that are responsive to the learning strengths and needs of all students and that is respectful of each child's background and culture (linguistic, cultural, religious and socio-economic). The role of using and managing resources, including digital technologies, that engage students in the learning of mathematics is also a focus. As well as, the role of self‐esteem and a positive disposition toward mathematics. Assessment practices are considered, particularly in respect to identifying students' current mathematical understanding and its usefulness in informing teaching. Preservice teachers will apply their mathematical content knowledge, pedagogical content knowledge, knowledge of the students, and knowledge of the curriculum to design effective learning and teaching sequences for primary school contexts.
Effective teaching mathematics requires specific skills in interpreting the mathematics curriculum and developing a wide range of pedagogies and strategies.ﾠThisﾠis the second in a suite of threeﾠmathematics and numeracyﾠpedagogy courses and focuses onﾠpreparing pre-service teachers to be effective primary mathematics teachers. Focusing onﾠtheories of learning and teaching mathematics, pre-service teachers willﾠdevelopﾠpractical skills relating to the mathematics curriculum, research informed pedagogical approaches, and innovative assessment practices. Pre-service teachers will learn aboutﾠthe importance of designing rich and exciting mathematical learning experiences for students for continued numeracy development and to promote the development of mathematical problem solving and thinking skills necessary for a technological age.ﾠ
Course requirements
Assumed background
Have received a pass in EDUC1720 - Mathematics and Numeracy for Quality Teaching in the Primary Years.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC1720
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2703
Restrictions
Entry to the BEd(Prim) program.
Course contact
Lecturer
Dr Andrew Beencke
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Attendance at tutorials is strongly recommended in this course. This is a practical course and the activities in the tutorials are directly related to assessment items.ﾠ
Aims and outcomes
This course provides pedagogical content knowledge and curriculum knowledge for teaching mathematics in the primary school. School mathematics must challenge learners to think, to reason, to question, and to communicate mathematically. The aim of this course is to orient preservice teachers to the importance of providing students with rich learning experiences in school mathematics classes to support connected, conceptual knowledge of mathematics and to lay strong foundations for further successful study of mathematics at all levels of schooling.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge of contemporary research about pedagogical approaches and student understandings in relation to mathematics. (APST 2.1)
LO2.
Demonstrate knowledge and understanding of mathematical concepts, substance and structures (number, algebra, measurement, and geometry) and the supporting effective teaching strategies used to develop students depth of conceptual knowledge in mathematics. (APST 2.1; 3.3)
LO3.
Demonstrate knowledge and use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans demonstrating a range of effective teaching strategies responsive to learning strengths and needs of all students from diverse linguistic, cultural, religious and socio-economic backgrounds. (APST 1.3, 2.3, 3.2).
LO4.
Demonstrate knowledge and use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans demonstrating a range of effective teaching strategies responsive to learning strengths and needs of all students from diverse linguistic, cultural, religious and socio-economic backgrounds. (APST 1.3, 2.3, 3.2).
LO5.
Identify and explain the use of a range of appropriate resources (mathematical language, symbols, hands-on manipulatives), including ICT as tools to design effective learning sequences to support and engage students mathematical learning. (APST 2.1, 2.3, 2.5, 2.6, 3.4)
LO6.
Critically apply theories and current research about primary students development of mathematical concepts and proficiencies to create organised learning experiences, including challenging learning goals, for all students of varying ability in mathematics as required by Australian Curriculum: Mathematics. (APST 2.3, 3.1)
LO7.
Apply personal mathematical content and pedagogical knowledge to critically reflect on the appropriate curriculum documents and the effectiveness of different approaches to teaching mathematics that cater for students across a full range of abilities, particularly the formative, summative and diagnostic uses of assessment data, and apply these approaches to support students diverse learning needs. (APST 1.3, 2.3, 2.5, 5.1)
LO8.
Demonstrate the capacity to analyse and interpret student assessment data to evaluate student learning and modify teaching practice. (APST 5.4)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Portfolio | Portfolio of learning experiences - Part A | 20% 1500 words (excluding plans) |
23/08/2024 2:00 pm |
| Product/ Design | Using student data to design consecutive lessons | 50% 2000 words (excluding plans) |
30/09/2024 2:00 pm |
| Portfolio | Portfolio of learning experiences - Part B | 30% 2000 words (excluding plans) |
25/10/2024 2:00 pm |
Assessment details
Portfolio of learning experiences - Part A
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Portfolio
- Weight
- 20% 1500 words (excluding plans)
- Due date
23/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Rationale: Teachers in primary school settings are increasingly required to show evidence of engagement in professional learning (AITSL, 2012). In many cases, portfolios can provide a way of proving that engagement in professional learning has taken place. This assessment task is an opportunity for you to produce a portfolio of mathematics teaching and learning experiences that highlight your professional learning as a pre-service teacher.
Task: This task is an individual assessment task which requires you to develop a portfolio of mathematics learning experiences, each focussed on specific mathematical content across the strands of the mathematics curriculum. It is an opportunity for you to demonstrate that you are developing the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) required to be a confident and capable teacher of mathematics in the primary classroom.
For each portfolio entry you will focus on a different mathematical content area and year level within the parameters of the topic guide below, selecting a high-quality learning task/s with the potential to develop students' understanding of a key mathematical concept within that content area and year level.
Each entry will include a learning experience plan, a rationale.
Each portfolio must have a learning experience plan, including:
- The selected task including its source
- The content specific language, skills and conceptual understanding students will apply and develop in this task
- The relevant prior, current and future curriculum content descriptions
- Details related to the resources used, problems posed, sequencing, and expected student and teacher actions.
- A range of anticipated student responses to the task/s
- Suggested content specific questions to probe and guide student thinking
Each portfolio entry must have a rationale which will require you to draw upon a breadth of contemporary mathematics education literature to demonstrate your understanding of the:
- concepts, substance and structure of the specific mathematical content (MCK), and,
- content specific teaching strategies (PCK)
You will explain how this knowledge informed your planning and justifying why the learning experience is likely to positively impact upon students' understanding of the target concept.
Each portfolio entry must include one of the following features (so that each is covered once) in both the plan and rationale:
- formative assessment including a rationale for how it can be used to support student learning.
- extending and enabling adjustments to the tasks including a rationale for how they support the range of abilities
- specific teaching strategies responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds including a rationale
- ICT tools that could be used including a rationale for how they will be used to support student understanding of the content
TOPIC GUIDE
There are two portfolio submission, Part A and B.
Part A will include three portfolio entries aligning with the following topics.
- Early number or place value (F-3)
- Addition and/or subtraction (F-3)
- Multiplication and/or division (3-6)
Part B will include four portfolio entries aligning with the following topics:
- Early algebra (F-6)
- Measurement in lower primary (F-3)
- Measurement in upper primary (4-6)
- Geometry (F-6)
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.
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.
Using student data to design consecutive lessons
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Product/ Design
- Weight
- 50% 2000 words (excluding plans)
- Due date
30/09/2024 2:00 pm
- Learning outcomes
- L05, L06, L07, L08
Task description
Rationale: To best inform the teaching and learning of students, teachers need to use appropriate assessment tools/strategies to gain insights into the mathematical thinking of their students. In addition, effective teachers also need to seek to meet the learning needs of students by planning lessons that utilise assessment data. As such, teachers gather assessment data about student learning, interpret the data, respond to the data by planning purposeful learning experiences, and then reflect upon the effectiveness of the mathematics teaching and learning.
Task: This assessment task is an individual task that requires you to interview one primary school student (Foundation - Year 6) using a research-based interview protocol. You will administer the interview with the student, analyse and interpret the data, and write a report about the students’ understandings, drawing links between the knowledge they demonstrate and the mathematical strategies they use. In response to the data and the report, you will design a sequence of two mathematics lesson to address a particular learning need identified. Finally, you will provide a rationale for your planning decisions, making references to appropriate research literature.
Your task must include:
- The data collected in the assessment interview including student responses and your own annotations
- A report statement reflecting the student’s mathematical understandings
- Two consecutive mathematics lesson plans that respond to the data collected from the assessment interview (using provided template)
- A rationale for the lesson plans including justifications for the choice of lesson content, citing specific responses from the student and the relevant statements, and selected teaching strategies and resources, citing relevant academic literature
- A reference list showing the texts that have been accessed to support the planning of the mathematics lessons.
Submission guidelines
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.
Portfolio of learning experiences - Part B
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Portfolio
- Weight
- 30% 2000 words (excluding plans)
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Rationale: Teachers in primary school settings are increasingly required to show evidence of engagement in professional learning (AITSL, 2012). In many cases, portfolios can provide a way of proving that engagement in professional learning has taken place. This assessment task is an opportunity for you to produce a portfolio of mathematics teaching and learning experiences that highlight your professional learning as a pre-service teacher.
Task: This task is an individual assessment task which requires you to develop a portfolio of mathematics learning experiences, each focussed on specific mathematical content across the strands of the mathematics curriculum. It is an opportunity for you to demonstrate that you are developing the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) required to be a confident and capable teacher of mathematics in the primary classroom.
For each portfolio entry you will focus on a different mathematical content area and year level within the parameters of the topic guide below, selecting a high-quality learning task/s with the potential to develop students' understanding of a key mathematical concept within that content area and year level.
Each entry will include a learning experience plan, a rationale.
Each portfolio must have a learning experience plan, including:
- The selected task including its source
- The content specific language, skills and conceptual understanding students will apply and develop in this task
- The relevant prior, current and future curriculum content descriptions
- Details related to the resources used, problems posed, sequencing, and expected student and teacher actions.
- A range of anticipated student responses to the task/s
- Suggested content specific questions to probe and guide student thinking
Each portfolio entry must have a rationale which will require you to draw upon a breadth of contemporary mathematics education literature to demonstrate your understanding of the:
- concepts, substance and structure of the specific mathematical content (MCK), and,
- content specific teaching strategies (PCK)
You will explain how this knowledge informed your planning and justifying why the learning experience is likely to positively impact upon students' understanding of the target concept.
Each portfolio entry must include one of the following features (so that each is covered once) in both the plan and rationale:
- formative assessment including a rationale for how it can be used to support student learning.
- extending and enabling adjustments to the tasks including a rationale for how they support the range of abilities
- specific teaching strategies responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds including a rationale
- ICT tools that could be used including a rationale for how they will be used to support student understanding of the content
TOPIC GUIDE
There are two portfolio submission, Part A and B.
Part A will include three portfolio entries aligning with the following topics.
- Early number or place value (F-3)
- Addition and/or subtraction (F-3)
- Multiplication and/or division (3-6)
Part B will include four portfolio entries aligning with the following topics:
- Early algebra (F-6)
- Measurement in lower primary (F-3)
- Measurement in upper primary (4-6)
- Geometry (F-6)
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.
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 | Cut off Marks | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that 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. |
| 3 (Marginal Fail) | - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) | - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; 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 and implications of the topic. |
| 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 mere replication of ideas from source materials 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 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 proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
All assignments in the 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 grades
Assignment 1 (A1): grade of 5 at 20% weighting
Assignment 2 (A2): grade of 6 at 50% weighting
Assignment 3 (A3): grade of 4 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1 weighting x grade) + (A2 weighting x grade) + (A3 weighting x grade)
(0.2ﾠx 5) + (0.5ﾠx 6) + (0.3 x 4)ﾠ=ﾠ 5.2
The final grade would be roundedﾠto the nearest whole number; in this case the grade would be 5.
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).
ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
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
The following applies to all assessments in this course:ﾠ
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
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 |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Mathematical and pedagogical knowledge The lecture this week will focus on understanding how you will develop confidence and competence as a teacher of mathematics in your mathematics courses. In doing so, we will explore how your competence and confidence will improve by developing your understanding of 1. various teaching strategies (both general and content specific), 2. how children think about mathematics, 3. the mathematics curriculum and 4. mathematics concepts, skills, and strategies. Learning outcomes: L01, L02, L03, L04, L06, L07 |
Tutorial |
Mathematical and pedagogical knowledge In this tutorial you will critically reflect upon your current perception of mathematics education, and further explore modern mathematics pedagogy. We will also explore your strengths and limitations related to specific content areas in mathematics to plot a pathway toward confidence and capability. Learning outcomes: L01, L02, L07 |
|
Week 2 (29 Jul - 04 Aug) |
Lecture |
Early number and Place Value The lecture this week will focus on the concepts needed to teach early number to primary school students including the development of counting systems; subitising, place value knowledge; development of number sense. In addition to this, we will examine the Australian Mathematics Curriculum in relation to early number concepts. (APST: 2,1; 3.3) Learning outcomes: L01, L02 |
Tutorial |
Early number and Place Value This tutorial will focus on the teaching and learning approaches for early number and place value. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Teaching addition and subtraction In this lecture we are focusing on the models and strategies used to teach addition and subtraction. There will also be a focus on word problems, models for teaching, and the likely difficulties students encounter. (APST 2.1; 3.3) Learning outcomes: L01, L02 |
Tutorial |
Teaching addition and subtraction This tutorial will focus on the teaching and learning approaches for addition and subtraction. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
Teaching Multiplication and Division In this lecture we are focusing on the models and strategies used to teach multiplication and division. There will also be a focus on word problems, models for teaching, and the likely difficulties students encounter. (APST: 2,1; 3.3) Learning outcomes: L01, L02 |
Tutorial |
Teaching Multiplication and Division This tutorial will focus on the teaching and learning approaches for multiplication and division. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 5 (19 Aug - 25 Aug) |
Lecture |
Mental Computation This lecture focuses on promoting number sense and mental computation; planning and implementing a structured program for mental computation development; the place of basic facts and instant fact recall; mental computation for rational number. (APST 2.1; 3.3) Learning outcomes: L01, L02 |
Tutorial |
Mental Computation This tutorial will focus on the teaching and learning approaches for mental computation. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L05, L06 |
|
Week 6 (26 Aug - 01 Sep) |
Lecture |
Assessment for learning in mathematics In this lecture we will be focusing on Assessment in mathematics. In particular, different types of assessments in mathematics, assessment for learning; assessment of learning; the impact of assessment on students learning; the integral nature of planning and assessment; assessment scales; NAPLAN. (APST 1.3; 2.3; 2.5; 3.2; 5.1; 5.4) Learning outcomes: L03, L04, L07, L08 |
Tutorial |
Assessment for learning in mathematics This tutorial will focus on conducting student interviews as a form of assessment. In addition, you will analyse and interpret data to inform planning a mathematics lesson. (APST 1.3; 2.3; 2.5; 3.2; 5.1; 5.4) Learning outcomes: L03, L04, L07, L08 |
|
Week 7 (02 Sep - 08 Sep) |
Tutorial |
Strategies for planning mathematics lessons This tutorial will examine different pedagogical approaches for teaching mathematics. We will being developing activities into mathematics lessons and consider how we differentiate learning experiences. (APST 1.3; 2.1; 2.3; 2.5; 2.6; 3.1; 3.2; 3.4) Learning outcomes: L01, L03, L04, L05, L06, L07, L08 |
Lecture |
Strategies for planning mathematics lessons This lecture will focus on the pedagogical approaches for mathematics. In addition to this we will focus on how to plan for learning in the mathematics classroom and numeracy across the curriculum. (APST 1.3; 2.1; 2.3; 2.5; 2.6; 3.1; 3.2; 3.4; 5.4) Learning outcomes: L01, L03, L04, L05, L06, L07, L08 |
|
Week 8 (09 Sep - 15 Sep) |
Lecture |
Supporting diverse learners needs This lecture will focus on how you can cater for diverse learners in the mathematics classroom. In particular we will focus on effective teaching strategies responsive to learning strengths and needs of all students from diverse linguistic, cultural, religious and socio-economic backgrounds. (APST 1.3; 2.1; 2.3; 2.5, 2.6; 3.2, 3.4; 5.1) Learning outcomes: L01, L03, L04, L05, L07 |
Tutorial |
Supporting diverse learning needs This tutorial will focus on how we can differentiate learning experiences to cater for a range of diverse learners. (APST 1.3; 2.1; 2.3; 2.5; 3.2; 5.1) Learning outcomes: L01, L03, L04, L05, L07 |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
Early algebraic thinking and reasoning This lecture will focus on the fundamental concepts with regards to early algebraic thinking for primary school students (patterning, equivalence, and functional thinking). In addition, we will consider patterning to algebra and generalised arithmetic; the impact of the equals sign and other symbols on algebraic conceptual knowledge development. (APST 2.1; 3.3) Learning outcomes: L01, L02 |
Tutorial |
Early algebraic thinking and reasoning This tutorial will focus on the teaching and learning approaches for early algebra. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4; 5.1) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 10 (30 Sep - 06 Oct) |
Lecture |
Measurement (lower primary) This week we will focus on building an understanding about how to teach - length, area, volume and capacity with children in the lower primary school. In addition we will continue to build on our knowledge of designing lessons. (APST 1.3; 2.1; 3.2; 3.3) Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Measurement (lower primary) This tutorial will focus on the teaching and learning approaches for measurement for lower primary students. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4; 5.1) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Measurement (Upper primary) This week we will focus on building an understanding about how to teach - length, area, volume and capacity with children in the upper primary school. In addition build our understanding with regards to using student data to modify teaching practices (APST 1.3; 2.1; 3.2; 3.3; 5.4) Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Measurement (Upper primary) This tutorial will focus on the teaching and learning approaches for measurement for upper primary students. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4; 5.1) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
Geometry In this lecture we will explore the big ideas in the geometry strand and develop shape awareness and knowledge. In particular, we focus on building a deep understanding of 2D and 3D shape and their relationships. (APST 2.1, 2.3, 2.5, 2.6, 3.3, 3.4) Learning outcomes: L01, L02 |
Tutorial |
Geometry This tutorial will focus on the teaching and learning approaches for geometry. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4; 5.1) Learning outcomes: L01, L02, L05, L06, L07 |
|
Week 13 (21 Oct - 27 Oct) |
Lecture |
Transformations, Position and location This week will focus on developing the skills for teaching transformational geometry, position and location in the primary school. (APST 2.1, 2.3, 2.5, 2.6, 3.3, 3.4) Learning outcomes: L01, L02 |
Tutorial |
Transformations, Position and location This tutorial will focus on the teaching and learning approaches for transformational geometry, position and location. We will be examining the curriculum and designing learning activities. (APST 2.1, 2.3, 2.5, 2.6, 3.1; 3.3; 3.4; 5.1) Learning outcomes: L01, L02, L05, L06, L07 |
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.