Teaching the 7-12 Mathematics Curriculum unit (EMT525)

Introduction

This unit is the first of a pair of units that present the theory, methods and practice of teaching mathematics and numeracy in the secondary years. EMT525 addresses the Year 7-12 curriculum and its implementation, with a particular focus on teaching and learning issues on key topic areas of Years 7-10, with some coverage of years 11 and 12 as appropriate. (EMT527 addresses the Year 7-9 curriculum and its implementation.)

Curriculum documents will be a major focus (including the Australian Curriculum, in particular), alongside implementation strategies, related resources and expected learning outcomes. Significant topics include the teaching and learning of rational and irrational numbers, and integer arithmetic; proportional reasoning; early algebra learning; probability; statistics; geometry; principles of lesson planning; and consideration of student understanding.

Teaching and learning experiences involve participation in practical activities as well as an analysis of the issues related to mathematics education.

The broad aims for this unit are to:

• Develop personal competence, understanding, and confidence with the mathematical concepts, knowledge, and skills that are essential for the curriculum at the level of teaching anticipated.

• Acquire knowledge and develop skills relating to the progression and development of the topics in the Mathematics curriculum from Year 7 to Year 12

• Develop understanding about current issues in mathematics and numeracy education and the

secondary years of schooling.

· Build understanding of variations in students' progression through the curriculum.

· Develop knowledge of well-founded pedagogical practices, activities, and resources that build students’

understanding of mathematics.

Summary

Unit name	Teaching the 7-12 Mathematics Curriculum
Unit code	EMT525
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Associate Professor Helen Chick
Delivered By	University of Tasmania
Level	Postgraduate

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

• Demonstrate an understanding of mathematical ideas, skills, knowledge, and appropriate communication conventions of secondary mathematics.
• Exhibit knowledge of current curriculum content in and relevant to secondary mathematics education.
• Analyse students’ understanding of mathematics, identify how this links to the curriculum, and devise teaching approaches and strategies for students’ further learning.
• Plan, develop, implement, and justify mathematical teaching experiences that incorporate appropriate pedagogical principles and techniques.

Fee Information

2027 fee information will be available in August.

Requisites

Concurrent Prerequisites

EMT502

Teaching

Assessment	Content Tests (10%)|Decimals Interview Task (40%)|Planning to Teach a Maths Lesson (50%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). The Australian Curriculum: Mathematics F-10 (Version 9, 16 Dec 2016). Sydney, NSW: Author. (downloadable from https://v9.australiancurriculum.edu.au/downloads/learning-areas) Goos, M., Stillman, G., & Vale, C. (2016). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, NSW: Allen & Unwin. [The 2007 edition will be fine if you have access to it.]

Recommended

Chick, H. L. (2003). Counting on Frank and Fermi: Using Fermi questions in the classroom. In B. Clarke, A. Bishop, R. Cameron, H. Forgasz, & W. T. Seah (Eds.), Making Mathematicians (Proceedings of the 40th annual conference of  the Mathematical Association of Victoria, pp. 89-97). Melbourne, VIC: MAV.  Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of  Australasia, pp. 3-21). Sydney: MERGA. Chick, H., & Pierce, R. (2012). Teaching for statistical literacy: Utilising affordances in real-world data. International Journal of Science and Mathematics Education,10, 339 - 362. DOI: 10.1007/s10763-011-9303-2. Lowe, I., Johnston, J., Kissane, B., & Willis, S. (1995). Access to Algebra. Books 1,2,3,4 and two Teacher’s Guides. Carlton, Vic: Curriculum Corporation. Morgan, C., Watson, A., & Tickly, C. (2004). Teaching school subjects 11-19: Mathematics. London: Routledge Falmer. Stacey, K. (2005). Travelling the road to expertise: A longitudinal study of learning. In Chick, H. L. & Vincent, J. L. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 19-36). Melbourne: PME.  Steinle, V., Stacey, K. & Chambers, D. (2006). Teaching and learning about decimals (Version 3.1). Retrieved from http://extranet.edfac.unimelb.edu.au/DSME/decimals  Watson, A. (2006). Raising achievement in secondary mathematics. Maidenhead, UK: Open University Press. Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. New York: Routledge. Watson, J. M. (2006). Statistical literacy at school. Mahwah, NJ: Lawrence Erlbaum. University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

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