MTHED100-18A (HAM)

Conceptual Understanding in Mathematics for Educators

15 Points

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

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz
: janene.harris@waikato.ac.nz
: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

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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Nau mai, haere mai, welcome to Mathematics for Primary Teachers.

Context:

This paper is based on the premise that mathematics is a social endeavor evident every day in the world around us, and that we learn mathematics by listening and sharing ideas with others. It explores the idea that mathematics is taught to the learner through conceptual understanding rather than by rote, or through procedural means. The paper provides a foundation for the compulsory papers taught in the first and second years of the teacher education programme.

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Paper Structure

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There are 3 modules in this paper. These are:

Module 1: What is conceptual understanding of mathematics?

Module 2: Connecting mathematics and everyday life

Module 3: Effective pedagogy in the mathematics classroom

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education, BTchg graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues of 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.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • develop their conceptual understanding of some mathematics ideas
    Linked to the following assessments:
  • appreciate the role that mathematics plays in our everyday life
    Linked to the following assessments:
  • develop their views about the nature of mathematics
    Linked to the following assessments:
  • reflect on the learning of mathematics and how that might occur
    Linked to the following assessments:
  • develop mathematical problem solving and investigating capabilities
    Linked to the following assessments:
  • develop personal responsibility for your learning of mathematics
    Linked to the following assessments:
  • develop ideas about how teachers might support children to learn mathematics conceptually (rather than procedurally).
    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
26 Mar 2018
11:00 AM
30
  • Hand-in: In Workshop
2. Assignment 2 - Part A
7 May 2018
11:00 AM
30
  • In Class: In Workshop
3. Assignment 3
25
  • In Class: In Workshop
4. Assignment 2 Part B
14 May 2018
11:00 AM
15
  • In Class: In Workshop
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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Paper readings are available from Waikato Print. You must be fully enrolled to be able to purchase your required readings.

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Recommended Readings

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Large, T. (2006). The Usborne Illustrated Dictionary ofMaths. London: Usborne.

This can be bought from Bennetts Bookshop on campus (limited quantities available).

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Other Resources

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Online Support

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All power points will entered into EdLinked

Any extra material will be entered into EdLinked

All communication will be via emails

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Workload

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Weekly requirements:

4 hours tutorials

4-6 hours related to 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)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: MSTE112

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