TEACH214-22B (HAM)

Teaching and Learning Mathematics

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Judith Mills

Judith Mills
8754
TL.1.01
See Moodle
judith.mills@waikato.ac.nz

Lecturer(s)

Judith Mills

Judith Mills
8754
TL.1.01
See Moodle
judith.mills@waikato.ac.nz

Linda Clark

Linda Clark
7840
TL.4.03
See Moodle
linda.clark@waikato.ac.nz

Sashi Sharma

Sashi Sharma
6298
TL.4.10
See Moodle
sashi.sharma@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper introduces students to what it means to be a teacher and learner of mathematics in Aotearoa, New Zealand. Students will develop understanding of a range of effective approaches to teaching and learning mathematics based on conceptual understanding and learning progressions, in a manner that is sensitive to their pupils culturally diverse backgrounds.
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Paper Structure

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This is a compulsory 200 level curriculum paper for the Bachelor of Teaching degree. The paper runs from Monday 18 July until Friday
21 October and the total time commitment over 12 weeks is 150 hours. Students must attend two 2-hour tutorials per week on campus.

Online discussions are underpinned by a philosophy of creating communities of learners. Therefore, you will also need to allocate time to contribute to your 'readings discussion group' conversations in Moodle each session. Participation is compulsory and required in a timely manner after each session. Becoming familiar with mathematics research and understanding the readings is essential for becoming an effective mathematics teacher, and is linked to requirements for Assessments One and Two.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning Outcomes

    Students who successfully complete this paper should be able to:

    1. Demonstrate conceptual understanding of relevant content knowledge and beginning pedagogical content knowledge in mathematics

    2. Demonstrate understanding of progressions of teaching and learning in mathematics.

    3. Identify specific mathematical learning needs for a group of diverse learners.

    4. Plan, teach, and evaluate lessons in mathematics that reflect a range of strategies, effective teaching approaches, and culturally responsive pedagogy, for a targeted group of learners

    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1
18 Aug 2022
11:30 PM
35
  • Other:
2. Assignment 2
6 Oct 2022
11:30 PM
35
  • Other:
3. Assessment Three: Tests (see details below)
30
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Ministry of Education Documents

(a) Ministry of Education (2007). The New Zealand Curriculum.Wellington, New Zealand: Author.

(b) Ministry of Education (2008) Numeracy Professional Development Projects: (Books 1 – 9). Wellington, New Zealand: Author.

The full list of required readings is available on line:

https://rl.talis.com/3/waikato/lists/6192039E-5D64-07AC-2608-FC685FB0C5F6.html?login=1

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Recommended Readings

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Averill, R., & Harvey, R. (Eds.). (2010). Teaching primary school mathematics and statistics: Evidence based practice. Wellington, New Zealand: NZCER Press.

Christensen, I. (2010). Te reo pāngarau: A Māori language dictionary of mathematics (2nd ed.). Wellington, New Zealand: Te Tāhuhu o te Mātauranga.

Fraser, D., & Hill, M. (Eds). (2016). Averill The professional practice of teaching (4th ed.). South Melbourne, Australia: Cengage Learning.

Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools (2nd ed.). Crows Nest, Australia.: Allen & Unwin.

Schwartz, J. E. (2008). Elementary mathematics pedagogical content knowledge: Powerful ideas for teachers. Boston, MA: Pearson.

Van de Walle, J. A., Karp, K. S., Bay Williams, J. M., & Brass, A. (2019). Primary and Middle Years Mathematics Teaching Developmentally (Australian Edition), Melbourne, Australia: Pearson.

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Online Support

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Across the paper there will be resources available under the appropriate heading in Moodle. These are usually resources used in class and available to you for future use in school.

Links to web-pages will also be located in the Moodle site for this paper. These are designed to support you with your learning. You will also need to carry out your own research using the library website (and actual physical library), and online research.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 48 hours of face to face classes across the trimester. The remaining hours, accumulated at different times across the whole trimester, are to be used for completing readings, preparing for class/online tasks and assignments.
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Linkages to Other Papers

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There are no linkages to prior papers. However, the passing of this paper is a pre-requisite for enrollment in the level three compulsory paper: TEACH310 'Evidence-based Practice in Mathematics'.
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEACH110 and TEACH210.

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