TEACH214-22X (NET)

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)

Sashi Sharma

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

Lecturer(s)

Jill Peterson

Jill Peterson
See Moodle
jill.peterson@waikato.ac.nz

Judy Bailey

Judy Bailey
7742
TL.4.02
See Moodle
judy.bailey@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 28 February until Friday
10 June and the total time commitment over 12 weeks is 150 hours.

Each week there will be a variety of online activities that you are expected to actively participate in. Activities will include but not be restricted to panopto recordings, synchronous teaching sessions (these will be recorded for those unable to attend) and online discussions. Teaching and learning in this paper is underpinned by a philosophy of creating communities of learners. You will need to allocate time to participate in activities and contribute to your 'readings discussion group' in Moodle (two per week). Participation is compulsory and required in a timely manner. 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 course should be able to:

  • Learning Outcomes

    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. Assessment One
7 Apr 2022
11:30 PM
35
  • Online: Submit through Moodle
2. Assessment Two
26 May 2022
11:30 PM
35
  • Online: Submit through Moodle
3. Assessment Three: Tests
30
  • Online: Submit through Moodle
✔
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.

(b) Ministry of Education (2008) Numeracy Professional Development Projects: (Books 1 – 9).

(c) Ministry of Education. (2011). Te poutama tau (books 1­ - 8).

Download available from: https://nzmaths.co.nz/ng­pukapuka (https://nzmaths.co.nz/ng­pukapuka)

(d) Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners.
Download available from: https://educationcouncil.org.nz/required/Tataiako.pdf (https://educationcouncil.org.nz/required/Tataiako.pdf)

(e) Ministry of Education. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners.
Download available from https://www.educationcouncil.org.nz/sites/default/files/Tapasa%CC%84.pdf (https://www.educationcouncil.org.nz/sites/default/files/Tapasa%CC%84.pdf)

The full list of required readings is available on line:

https://rl.talis.com/3/waikato/lists/768C5CF7-91D8-7C04-930F-9CE61179CEFC.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. NZCER Press.

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

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

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

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

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Other Resources

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There are a number of journals about mathematics education available in the main university Library. An increasing number are also available electronically online. Please use the Library Search on the library webpage to search for articles. Ask Library staff at the Information desk for help if you need it!

Some journals available through the library are:

Australian Mathematics Teacher (The) Australian Primary Mathematics Classroom
For the Learning of Mathematics: An International Journal of Mathematics Education
Mathematics in School
Mathematics Teacher (The) (also online from 1996)
Mathematics Teaching
Mathematics Teaching in the Middle School (also online from 1996)
Micromath
New Zealand Mathematics Magazine
SET: Research Information for Teachers
Teachers and Curriculum

Useful websites | Ngā pae tukutuku hei tautoko:

http://www.nzmaths.co.nz (good for all mathematics content strands, problem solving and Numeracy Project. Click on the 'Māori content' button under the main title to view content in Te Reo Māori.)
http://tmoa.tki.org.nz/Te-Marautanga-o-Aotearoa/Nga-Wahanga-Ako/Pangarau
www.censusatschool.org.nz
http://www.amathsdictionaryforkids.com

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Online Support

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Online support will be provided by your lecturers.

Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website, and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications.

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Workload

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This is a 15 point paper. Minimum workload expectations for a paper at the 200 levels is at least 150 hours over the semester.
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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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