TECP122-23YC2 (D) Year C Second Half 2023 (Distance)

Introduction to Mathematics Education

15 points

Details:
Start Date: Monday, 10 July 2023
End Date: Sunday, 12 November 2023
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 23 July 2023
  • Without academic penalty (including no fee refund): Sunday, 15 October 2023

Description

This course provides pre-service teachers with an introduction to theories and pedagogies for teaching Mathematics in the New Zealand primary school context. The course introduces knowledge, skills and attitudes needed to successfully plan, teach and evaluate the Mathematics and statistics learning areas of the New Zealand Curriculum (2007). The course also aims to prepare students for further study in higher-level courses and will complement learning in other courses in the Bachelor of Teaching and Learning, including Professional Practice.

*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.

Learning Outcomes

On the successful completion of this course, participants will be able to:

1. Analyse and critically select resources that reflect an understanding of pedagogical and cultural influences for mathematics teaching, learning and assessment.
2. Construct effective learning episodes for primary school children which demonstrate a critical understanding of, and the ability to use, the content and philosophy of the mathematics and statistics learning area of The New Zealand Curriculum (2007).
3. Develop appropriate assessment methods for mathematics teaching and learning episodes.
4. Research and demonstrate the development of mathematical concepts from Level 1 to Level 4 in the New Zealand Curriculum (2007).
5. Identify and use ICT resources and pedagogy related to mathematics teaching and learning.
6. Identify how to embed aspects of the cultural competencies as outlined in Tātaiako when teaching and learning mathematics.
7. Compare, analyse and appraise mathematical issues in the New Zealand primary classroom setting.

Timetable Note

Course Administrator

Susanna Wilson

Lecturer

Jessie Shuker

Assessment

NB:  The score for both assignments will be added to get the final mark and grade

Textbooks / Resources

Required Texts: You will need to purchase a copy of:

R. Averill, & R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 197- 206). Wellington, New Zealand: NZCER press.
Cost approximately $53:00 from UBS

Please download a copy of Tātaiako or bring your own copy:
Tātaiako - Cultural competencies for teachers of Māori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/EducationInitiatives/Tātaioki.aspx

Anthony,G & Walshaw,M. (2010). Effective pedagogy in mathematics. Educational Practices series 19. Geneva. The International Academy of Education.

Recommended reading:
R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 99-115). Wellington, New Zealand.

Boaler, J., Munson,M., & Williams, C., (2018). Mindset mathematics: visualising and investigating big ideas (Grade 3). Jossey Bass.

Boaler, J., Munson, M., & Williams, C., (2017). Mindset mathematics: visualising and investigating big ideas (Grade 4). Jossey Bass.

Boaler, J., Munson, M., & Williams, C., (2018). Mindset mathematics: visualising and investigating big ideas (Grade 5). Jossey Bass.

Boaler, J., Munson, M., & Williams, C., (2021). Mindset mathematics: visualising and investigating big ideas (Grade 1). Jossey Bass.

Liljedahl, P., (2021). Building thinking classrooms in mathematics:14 teaching practices for enhancing learning; Corwin.

Sullivan, Peter; Challenging maths tasks: unlocking the potential of all students; Oxford University Press. 2018

Sullivan, Peter,1948-, Lilburn, Pat; Open-ended maths activities: using 'good' questions to enhance learning; Oxford University Press, 2017.


Websites:
https://nzmaths.co.nz/
https://nrich.maths.org/

Additional Course Outline Information

Academic integrity

Students display academic integrity when they submit for assessment work that is their own. When this is not the case, the students are engaging in cheating or dishonest practices. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. It is unacceptable to submit sections of work completed for one course as part of an assignment for another course.

Assessment and grading system

Final results for this course will be reported using:
A+, A, A-, B+, B, B-, C+, C, C-, D and E
Each of the assignments in this course will be given a numerical grade. At the end of the course the numerical total for both assignments will be converted to a letter grade in accordance with University policy.  The conversion will be based on the following table:

Grading Scale
Grade    GPA Value        Marks

A+              9            90 – 100
A                8            85 – 89.99
A-               7            80 – 84.99
B+              6            75 – 79.99
B                5            70 – 74.99
B-               4            65 – 69.99
C+              3            60 – 64.99
C                2            55 – 59.99
C-               1            50 – 54.99
D                0            40 – 49.99
E               -1             0 – 39.99

A Pass is 50 marks or over

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner's meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the Te Kaupeka Ako | Faculty of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

All students are expected to attend and actively engage in all LEARN materials, ECHO360/audio power point recordings and ZOOM sessions. All distance students must attend the mathematics sessions as part of OSI2 either in Rotorua, Nelson or Christchurch. If absent, students must notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for Aegrotat provisions).

Evaluation

Students will be given the opportunity to formally evaluate the course via the University course evaluation system.Students will also be encouraged to provide informal feedback during the course.

Grade moderation

The assignments and overall course grades will be subject to internal and external moderation procedures.

Notes

www.canterbury.ac.nz/courses

Indicative Fees

Domestic fee $821.00

International fee $3,750.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All TECP122 Occurrences

  • TECP122-23YC2 (D) Year C Second Half 2023 (Distance)