TEMS324-17C (TGA)

Numeracy in the Classroom

20 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Judith Mills

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

Lecturer(s)

Administrator(s)

: janene.harris@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: 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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Underlying Themes

Several themes will be underlying the content of this paper. These themes include:

  • Using assessment tools in mathematics, with particular emphasis on formative assessment;
  • Exploring the progressions in mathematics learning and teaching through the use of mathematics frameworks;
  • Quality teaching in the mathematics classroom.
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Paper Structure

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All students must attend the lecture and weekly workshop. The Numeracy Development Project professional development recently undertaken by schools is integrated within the sessions.

Teaching Approaches/Strategies

The paper will include two, two-hour workshops, each week for the duration of the course. There will also be a teaching component including in-school NumPA assessment of children and small-group teaching.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • further understand children’s learning and thinking strategies in mathematics/numeracy;
    Linked to the following assessments:
  • explore the Number Framework (from the Numeracy Development Project) to indicate key progressions of student learning in mathematics;
    Linked to the following assessments:
  • analyse NumPA as an assessment tool to enhance quality mathematics teaching;
    Linked to the following assessments:
  • gain a greater awareness of national and international developments in mathematics education;
    Linked to the following assessments:
  • critically reflect on planning, teaching, and assessment processes in the teaching of mathematics;
    Linked to the following assessments:
  • critique the use of materials and technological aids to help children understand mathematics processes;
    Linked to the following assessments:
  • take responsibility for their own professional development as a member of a mathematics learning community;
    Linked to the following assessments:
  • explore their personal content knowledge and the pedagogical content knowledge required for effective teaching of mathematics.
    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 1:0. 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 1:0 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. Written Assignment 1
31 Mar 2017
9:00 AM
25
  • Hand-in: In Lecture
✔
2. Written Assignment 2
21 Jul 2017
9:00 AM
45
  • Hand-in: In Lecture
✔
3. In-class Task 1
28 Apr 2017
9:00 AM
15
  • In Class: In Lecture
✔
4. In-class Task 2
11 Aug 2017
9:00 AM
15
  • In Class: In Lecture
✔
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:Author.

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

(c) Ministry of Education (2009). Mathematics Standards for Years 1-8. Wellington:Author.


Compendia of Numeracy Project Research

(d) Ministry of Education (2010). Findings from the New Zealand Numeracy Development Projects 2009. Wellington: Author.

Available online at nzmaths.co.nz

(e) Ministry of Education (2009). Findings from the New Zealand Numeracy Development Projects 2008. Wellington: Author.

Available online at nzmaths.co.nz

(f) Ministry of Education (2008). Findings from the New Zealand Numeracy Development Projects 2007. Wellington:Author.

(g) Annan et al (2007). Findings from the New Zealand Numeracy Development Projects 2006. Wellington: Ministry ofEducation.

(h) Ell, F. Higgins, J. Irwin, K.C. Thomas, T. Trinick, T. Young- Loveridge, J. (2006) Findings from the New Zealand Numeracy Development Projects 2005. Wellington: Ministry ofEducation.

(i) Higgins, J., Irwin, K.C., Thomas, G., Trinick, T., Young-Loveridge, J. (2005). Findings from the New Zealand Numeracy Development Projects 2004. Wellington: Ministry ofEducation.

Book of Required Paper Readings

Paper Readings: Ko ngā pānuimatua

Paper readings are available from Waikato Print. You must be fully enrolled to be able to purchase your required readings. Paper readings can be purchased either physically from Waikato Print by handing an order form and your student ID card to staff who will take your payment or you can buy online through the Shopping Mall.

Mathematics Education and general Education Journals, for example:

  • Teaching Children Mathematics
  • Mathematics Teaching in the Middle School
  • Australian Mathematics Teacher
  • Australian Primary Mathematics Classroom
  • Journal for Research in Mathematics Education
  • Educational Studies in Mathematics
  • Mathematics Education Research Journal
  • For the Learning of Mathematics
  • Mathematics Teaching incorporating Micromath
  • Theory into Practice
  • Educational Researcher
  • Teaching and Teacher Education
  • School Science and Mathematics
  • Journal of Mathematics Teacher Education
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Other Resources

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New Zealand websites:

Other websites:

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Online Support

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All power points will be entered onto EdLinked weekly

Extra resources and material will be entered onto EdLinked

Communication with students will be via email

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Workload

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Weekly workload:

2 hour PL

2 hour tutorial

6-8 hours on course readings; preparation for in-class tasks and assessments; research for, and writing of, assignments.

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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: TEMS220

Corequisite(s)

Equivalent(s)

Restriction(s)

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