Key facts
UNE unit code: EDME393
*You are viewing the 2024 version of this unit which may be subject to change in future.
- Trimester 2 - On Campus
- Trimester 2 - Online
- Armidale Campus
- Yes
- No
- No
- 6
Unit information
Hone your ability to make mathematics engaging with effective learning activities and strategies that meet your junior secondary students’ diverse learning needs.
This unit prepares you to develop and implement a teaching sequence, targeting the learning outcomes of one topic from Stage 4-5 in the NSW Mathematics syllabus for the Australian Curriculum. You will develop in-depth content knowledge for Stage 4 and 5 of the Mathematics syllabus.
Drawing on contemporary mathematics learning theories, you will gain valuable skills to help foster interest, enjoyment and confidence as your students gain and apply mathematical knowledge to solve everyday problems.
This unit highlights the importance of incorporating modern ICT and mathematics learning tools into your planning and integrate assessment for learning to address mathematical proficiency strands and the needs of diverse learners.
Offerings
For further information about UNE's teaching periods, please go to Principal Dates.
| Teaching period | Mode/location |
|---|---|
| Trimester 2 | On Campus, Armidale Campus |
| Trimester 2 | Online |
*Offering is subject to availability
Intensive schools
There are no intensive schools required for this unit.
Enrolment rules
Notes
This unit addresses Australian Professional Standards for Teachers at the Graduate Stage, otherwise referred to as Graduate Teacher Standard Descriptors (GTSD).
Please refer to the student handbook for current details on this unit.
Unit coordinator(s)
Learning outcomes
Upon completion of this unit, students will be able to:
- appreciate the implications of cognitive load theory, learning by analogy, learning by comparison and constructivism applied to mathematics education (GTSD 1.2.1);
- demonstrate an in-depth understanding of the pedagogical content knowledge of a Stage 4 and 5 topic (GTSD 2.2.1);
- demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (GTSD 1.5.1).
- develop and implement a sequence of lessons incorporating the design of appropriate mathematics instructions and learning activities (GTSD 2.3.1, 3.2.1);
- incorporate ICT to facilitate mathematics learning and consider the role of external professionals and community representatives in enhancing professional knowledge and practice (GTSD 2.6.1, 7.4.1); and
- demonstrate broad knowledge and understanding of the implementation of assessment for learning strategies to inform further development of teaching and learning activities (GTSD 5.4.1).
Assessment information
Assessments are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
| Title | Must Complete | Weight | Offerings | Assessment Notes |
|---|---|---|---|---|
| Assessment 1 | Yes | 45% | All offerings | Teaching sequence. Relates to GTSD: 1.2.1, 1.5.1, 2.2.1, 2.3.1, 2.6.1, 3.2.1 No. Words: 1800 |
| Assessment 2 | Yes | 40% | All offerings | Design tasks.Relates to GTSD: 2.2.1, 2.3.1, 3.2.1, 5.4.1 No. Words: 1600 (equivalent) |
| Assessment 3 | Yes | 15% | All offerings | Online quiz. .Relates to GTSD: 1.2.1, 7.4.1 No. Words: 600 (equivalent) |
Learning resources
Textbooks are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Note: Students are expected to purchase prescribed material. Please note that textbook requirements may vary from one teaching period to the next.
Teaching Secondary Mathematics
ISBN: 9781108984683
Hine, G., Anderson, J., Reaburn, R., Cavanagh, M., Galligan, L., Ngu, B. and White, B., Cambridge University Press 2nd ed. 2021
Text refers to: All offerings
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