Mathematics Pedagogical Content Knowledge Years 6 to 10 unit (ESP125)

On Campus: 
Weekly online content (4 hours), weekly on campus tutorial (2 hours), collaborative online learning (2 hours)

Off Campus:
Weekly online content (4 hours), weekly online tutorial (2 hours), collaborative online learning (2 hours)
 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). The Australian Curriculum: Mathematics (Version 9.0). Sydney, NSW: Author. https://v9.australiancurriculum.edu.au/
Goos, M., Stillman, G., & Vale, C. (2017). Teaching secondary school mathematics: Research and practice for the 21st century (2nd ed.). Crows Nest, NSW: Allen & Unwin. [Note the 2007 1st Edition is OK if you already have a copy].
University of Tasmania (2015). APA 7th edition. Referencing guide. https://utas.libguides.com/referencing/APA7th

(We recommend you purchase these as additional resource texts as they provide “Horizon Knowledge’, see week one lectures, Ball et al. 2008).

1. Especially useful for those considering teaching at Year 11 &12, with a wonderful chapter on Calculus by a UTAS lecturer Robyn Reaburn: Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., & White, B. (2016). Teaching Secondary Mathematics. Cambridge University Press.
2. For help with understanding students’ prior knowledge, extends to Year 8, and especially useful for those of you who may well end up teaching at lower years, e.g. Year 6. Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd Revised Edition). South Melbourne, VIC: Oxford University Press.
3. Very useful for teaching about fractions & decimals, especially for your AT3. Sullivan, P. (2021). Building Engagement in Middle Years Mathematics EBook. Oxford University Press Australia & New Zealand.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). National literacy and numeracy learning progressions. https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407. doi: 10.1177/0022487108324554
Beswick, K. (2006). The importance of mathematics teachers' beliefs. Australian Mathematics Teacher, The, 62(4), 17.
Beswick, K. (2006). Changes in preservice teachers' attitudes and beliefs: The net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106(1), 36-47.
Booker, G. (2011). Building numeracy: Moving from diagnosis to intervention. Oxford University Press.
Campbell, A., Craig, T., & Collier-Reed, B. (2019) A framework for using learning theories to inform ‘growth mindset’ activities, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2018.1562118
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., Pham, T., & Baker, M. K. (2006). Probing teachers’ pedagogical content knowledge: Lessons from the case of the subtraction algorithm. Identities, cultures and learning spaces, 139-146.
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.
Forgasz, H., Leder, G. C., & Halliday, J. (2013). The make it count project: Naplan achievement evaluation. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia: http://www.merga.net.au/documents/Forgasz_et_al_MERGA36-2013.pdf
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73-89. doi: http://dx.doi.org/10.1016/S0732-3123(03)00005-1
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.
Marshman, M., & Porter, G. (2013). Pre-service Teachers' Pedagogical Content Knowledge: Implications for Teaching. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia: http://www.merga.net.au/documents/Marshman_et_al_MERGA36-2013.pdf
Morgan, C., Watson, A., & Tickly, C. (2004). Teaching school subjects 11-19: Mathematics. London: Routledge Falmer.
Muir, T., & Wells, J. (2019). Are athletes getting better over time? Australian Primary Mathematics Classroom, 24(3), 15.
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.