TEMS762-17Y (HAM)

Mathematics Education

17 Points

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

Staff

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Convenor(s)

Brenda Bicknell

Brenda Bicknell
6971
TL.4.05
To be advised
brenda.bicknell@waikato.ac.nz

Lecturer(s)

Brenda Bicknell

Brenda Bicknell
6971
TL.4.05
To be advised
brenda.bicknell@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

: claire.leschi@waikato.ac.nz

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@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 or 9 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.
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Paper Description

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This paper is a study of the teaching and learning of mathematics at primary and intermediate school levels. It provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education, Graduate Diploma Teaching (Primary) graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices, and issues related to mathematics education. Students completing this paper also develop their professional knowledge, practice, values, and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. This paper makes links to components in each of the Standards – professional knowledge, professional practice, and professional values and relationships. These Standards link to Tātaiako: Cultural competencies for teachers of Māori learners which include ako, whanaungatanga, tangata-whenuatanga, manaakitanga, and wānanga.

Throughout the paper, mathematics will be developed as a highly inclusive activity. Issues relating to a variety of public understandings of mathematics and mathematics education will be explored so that pre-service teachers can develop the capacity to be critical participants in discussions related to curriculum issues. These objectives will be achieved within a reflective framework designed to enable pre-service teachers to become professionals in a school context, equipped to take responsibility for their own professional growth throughout their career.

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Paper Structure

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The paper is structured around five modules. While modules are a convenient way to organise the paper, they should not be seen as discrete. This paper cannot hope to address all aspects of the mathematics curriculum and curriculum issues in depth but addresses the big ideas through the following modules:

Module 1: Personal mathematics experiences, whole numbers, and number operations

  • Number Framework – strategies and knowledge
  • Planning, preparing, teaching, and evaluating children’s learning in early number, with links to The Number Framework
  • Advanced additive thinking
  • Multiplication and division

Module 2: Statistical investigations and statistical literacy

  • The Statistical Enquiry Cycle
  • Statistical literacy
  • Probability

Module 3: Developing algebraic reasoning

  • Early algebraic reasoning
  • Equivalence and equations
  • Patterns and relationships
  • Functions and variables
Module 4: Developing fractional number sense
  • Common fractions, misconceptions, and operations
  • Decimal fractions and percentages
  • Proportional reasoning
  • Connections to measurement

Module 5: Measurement and geometry

  • Measurement attributes and progressions
  • Time, angle, and temperature
  • Shape and space
  • Tessellations and transformations
  • Investigations
  • Connections between measurement and geometry

The following important issues and teaching approaches will be integrated within the modules:

  • Rich and worthwhile mathematical activities
  • Use of literature and other resources
  • Culturally responsive pedagogies
  • The role of digital technologies
  • Planning to meet individual student’s needs
  • Planning, assessment, and evaluation
  • Language and communication
  • Representations and manipulatives
  • Conceptual and procedural learning
  • Grouping
  • Mathematics Standards
Teaching Approaches/ Ngā rautakiwhakaako

Teaching for all modules will be at Te Kura Toi Tangata Faculty of Education.

You will also work regularly with students at Knighton Normal School.

Classes at the Faculty of Education are usually of a workshop nature where your active involvement is required. This includes engaging in, and contributing to group and class discussions and asking questions about any uncertainties.

Equipment / Ngā rauemi (to support your teaching)

You may borrow equipment (but not books or consumables) from the Mathematics Education Resource Room (TC 4.12) during the following hours: 9.15am – 12.15pm Mon-Fri. Please return equipment as soon as possible and within two (working) days so that other students are not inconvenienced.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • demonstrate a positive attitude towards mathematics and the teaching of mathematics;
    Linked to the following assessments:
  • demonstrate confidence in the teaching of mathematics;
    Linked to the following assessments:
  • show sound understanding of the content knowledge of mathematics up to and including level 5 of The New Zealand Curriculum;
    Linked to the following assessments:
  • identify pedagogical issues related to mathematics education that will enable them to build effective approaches for facilitating learning in mathematics with children across the primary and intermediate school age range;
    Linked to the following assessments:
  • engage critically with curriculum developments (such as National Standards) and mathematics education research literature to develop insights regarding the learning and teaching of mathematics;
    Linked to the following assessments:
  • use relevant curriculum documents and other resource material (for example, nzmaths website, and digital technologies) to support mathematics learning;
    Linked to the following assessments:
  • work with children to help them refine and improve some of their mathematical ideas; and
    Linked to the following assessments:
  • effectively plan, teach, assess, and evaluate a unit of work in mathematics.
    Linked to the following assessments:
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Assessment

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In order to pass the paper you must obtain at least 50% for Assignments One and Two (32.5/65) and at least 50% for the test (17.5/35).

The Paper Coordinator, after consulting with your lecturer and Programme Coordinators may, under special circumstances, and after a case-by-case evaluation, allow a re-submission of one assessment (either Assignment 2 or 3). If this re-submission meets requirements, then a passing grade (C-) will be awarded for the paper.

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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. Assessment One: Diagnostic interview and lesson planning
19 Apr 2017
4:00 PM
30
  • Hand-in: Assignment Box (FOE Reception)
✔
2. Assessment Two: Unit Plan
29 Aug 2017
4:00 PM
35
  • Hand-in: Assignment Box (FOE Reception)
✔
3. Assessment Three: Test
2 Oct 2017
9:00 AM
35
✔
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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Van de Walle, J. A., Lovin, L. H., Bay-Williams, J. M., & Karp, K. S. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (2nd ed., Vol. 2). Boston, MA: Pearson. ISBN-13:978-0-13-282487-3

This is available from Bennetts Bookshop.


Additional Material

You will be provided with the following:

  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media.
  • Ministry of Education. (2009). The New Zealand Curriculum: Mathematics Standards for Years 1 – 8. Wellington: Learning Media.
  • Ministry of Education (2008). Numeracy Professional Development Project Booklets. Wellington: Learning Media. (There are 10 books in the series)

The material for the Numeracy Project Diagnostic Interview can be downloaded from: http://nzmaths.co.nz/sites/default/files/Numeracy/2008numPDFs/NumBk2.pdf

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Recommended Readings

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Highly Recommended Text:

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

Recommended Reading/ Ko ngā pānui heitautoko

Bobis, J., Mulligan, J.T., & Lowrie, T. (2013). Mathematics for children: Challenging children to think mathematically. Frenchs Forest, NSW: Pearson Education Australia. (QA135.5 .M3282013)

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching Primary Mathematics (4th ed.). Frenchs Forrest, NSW: Pearson Australia. (QA11.T4352010)

Christensen, I. (2010). Te reo pangarau: A Māori language dictionary of mathematics (2nd ed.). Wellington: Ministry of Education. (510.3CHR)

Erickson, E. (1989). Get it together: Math problems for groups, Grades 4-12. Berkeley, CA: Equals. (510.7ERI)

Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools (2nd ed.). Crows Nest, NSW: Allen & Unwin. (QA135.5 .Z482011)

Schwartz, J. E. (2008). Elementary mathematics pedagogical content knowledge: Powerful ideas for teachers. Boston, MA: Pearson. (QA135.6 S382008)

Journals in the Educational Library

There are a number of journals about mathematics education available in the Library or online. Please use the LibraryLink Databases on the library webpage to search for articles. Ask Library staff at the Information desk for help if you need it!

  • 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 from1996)
  • Mathematics Teaching
  • Mathematics Teaching in the Middle School (also online from1996)
  • Micromath
  • New Zealand Mathematics Magazine
  • Primary Maths and Science, and its predecessor QMS: Questions of Maths and Science
  • Teachers and Curriculum
  • Teaching Children Mathematics (also online from 1995), and its predecessor The Arithmetic Teacher
  • Mathematics Education Research Journal
  • Journal for Research in Mathematics Education
  • Educational Studies in Mathematics
  • Journal of Mathematical Behaviour
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Other Resources

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Useful websites

URLDescription
http://www.nzmaths.co.nzContent strands & Numeracy Project material
http://nzmaths.co.nz/figure-it- out?parent_node=Figure It Out is a series of mathematics curriculum support books
http://www.tki.org.nz/For all curriculum-related matters
www.censusatschool.org.nzStatistics data, information & resources
http://www.amathsdictionaryforkids.com/Definitions, examples, & activities
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Online Support

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There will be a Moodle site for this paper with Power-point slides and other resources.

See also the websites listed above.

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Workload

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This is a 17-point paper that includes 170 hours of work. This work comprises face to face classes, reading, completion of assignments, and teaching experiences at Knighton Normal School that contribute to assignments.

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