TEACH210-20B (TGA)

Literacy & Mathematics 2

15 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

Convenor(s)

Nigel Calder

Nigel Calder
3564
TCBD.4.03J
See Moodle
nigel.calder@waikato.ac.nz

Richard Hill

Richard Hill
7818
TC.3.32B
See Moodle
richard.hill@waikato.ac.nz

Lecturer(s)

Nigel Calder

Nigel Calder
3564
TCBD.4.03J
See Moodle
nigel.calder@waikato.ac.nz

Richard Hill

Richard Hill
7818
TC.3.32B
See Moodle
richard.hill@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz
: 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

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.
Edit Staff Content

Paper Description

Edit Paper Description Content

This paper further develops students' knowledge and understanding of learning and teaching literacy and mathematics in Aotearoa New Zealand. The focus is on catering for diverse learners and culturally-responsive pedagogies.

Edit Paper Description Content

Paper Structure

Edit Paper Structure Content
This paper is divided into two halves. The first six weeks will focus on mathematics themes, and the second six weeks turns to literacy.
Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • Learning Outcomes

    The following are the general learning outcomes for this paper. See your word version on line for a more detailed breakdown of literacy and mathematics specific outcomes.

    Examine and evaluate a range of teaching approaches in literacy and mathematics for diverse learners

    Identify specific literacy and mathematical learning needs for diverse learners

    Plan a sequence of lessons in literacy and mathematics that reflect culturally responsive pedagogies

    Evaluate student learning in literacy and mathematics in response to a planned teaching intervention

    Critically reflect on planning and teaching experiences in literacy and mathematics drawing on appropriate theoretical frameworks

    Demonstrate knowledge of conceptual understanding, learning progressions, and pedagogical content knowledge in literacy and mathematics.

    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content
There are four compulsory assessments in this paper.
Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

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 (20%): Worthwhile tasks in geometry and/or measurement
31 Jul 2020
11:30 PM
20
  • Online: Submit through Moodle
✔
2. Assignment 2 (30%): Statistics & probability lesson sequence
25 Aug 2020
11:30 PM
30
  • Online: Submit through Moodle
✔
3. Assignment 3 (20%): Analysis of a child’s reading behaviour (in pairs)
25 Sep 2020
11:30 PM
20
  • Online: Submit through Moodle
✔
4. Online test 30% (90 mins): Reading approaches + guided reading lessons
16 Oct 2020
5:00 PM
30
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

Essential for both literacy and mathematics:

TEACH210 Book of readings for Literacy and Mathematics (online or paper copy)

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
Download available from: http://nzcurriculum.tki.org.nz/The­New­ Zealand­Curriculum

Ministry of Education. (2008). Te Marautanga o Aotearoa. Wellington, New Zealand: Author.
Download available from: http://www.tmoa.tki.org.nz/TeMarautangaoAotearoa

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Learning Media.
Download available from: https://educationcouncil.org.nz/required/Tataiako.pdf

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

Required reading for literacy:

Ministry of Education. (2003). Effective literacy practice in Years 1 to 4. Wellington, New Zealand: Learning Media.

Ministry of Education. (2006). Effective literacy practice in Years 5 to 8. Wellington, New Zealand: Learning Media.

Ministry of Education. (2010; 2015). The literacy learning progressions. Wellington, New Zealand: Learning Media.
Download available from http://www.literacyprogressions.tki.org.nz/

Required reading for mathematics | Ko ngā pānui whakature i te pāngarau:

Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Geneva, Switzerland: International Bureau of Education.
Download available from: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
Download available from: https://www.educationcounts.govt.nz/__data/assets/pdf_file/0007/7693/BES_Maths07_Complete.pdf

Ministry of Education. (2008). Numeracy professional development projects (books 1-10). Wellington, New Zealand: Learning Media.
Download available from: https://nzmaths.co.nz/numeracy-development-projects-books

Ministry of Education. (2011). Te poutama tau (books 1-8). Wellington, New Zealand: Learning Media.
Download available from: https://nzmaths.co.nz/ng-pukapuka

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Recommended readings for mathematics | Ko ngā pānui hei tautoko i te pāngarau:

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). 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.

Edit Recommended Readings Content

Other Resources

Edit Other Resources Content

Mathematics: OTHER RESOURCES | Ngā rauemi hoki

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
Teaching Children Mathematics (also online from 1995), and its predecessor The Arithmetic Teacher

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

Supporting Ministry Texts (Literacy)
Ministry of Education. (1996). The Learner as a Reader. Wellington: Learning Media.
Ministry of Education. (1996). Exploring Language. Wellington: Learning Media.
Ministry of Education. (1997). Reading and Beyond: Discovering language through Ready to Read. Wellington: Learning Media.
Ministry of Education. (1999). Non-English-Speaking-Background Students: A handbook for teachers. Wellington: Learning Media.
Ministry of Education. (2000). Developing Programmes for Teaching Pacific Islands Languages. Wellington: Learning Media.
Ministry of Education. (2002). Guided Reading: Years 1-4. Wellington: Learning Media.
Ministry of Education. (2005). Guided Reading: Years 5-8. Wellington: Learning Media.
Ministry of Education. (2008). English Language Learning Progressions. Wellington: Learning Media.
Ministry of Education. (2009). Learning Through Talk: Oral language in years 1-3. Wellington: Learning Media
Ministry of Education. (2009). Learning Through Talk: Oral language in years 4-8. Wellington: Learning Media
Edit Other Resources Content

Online Support

Edit Online Support Content
Online support will be provided by your lecturers.
Edit Online Support Content

Workload

Edit Workload Content

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

Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
This paper leads to TEACH313 and TEACH310
Edit Linkages Content

Prerequisite(s)

Prerequisite papers: TEACH110

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEAL220 and TEMS220

Edit Linkages Content