TEACH310-21D (TGA)

Evidence-based Practice in Mathematics

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Judith Mills

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

Lecturer(s)

Jill Peterson

Jill Peterson
See Moodle
jill.peterson@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
: 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

Underpinning this paper are the themes covered in the previous two compulsory papers (TEACH110, TEACH210). These themes include: mathematics in the real world; problem solving; the influence of attitudes, values and beliefs on mathematical teaching and learning; catering for diverse learners and culturally-responsive pedagogies; conceptual understanding in mathematics, alongside procedural application; using equipment and resources to support mathematical teaching and understanding.

Incorporating and building on the above themes, the main themes of this paper include:

  • Examining various assessment tools available in mathematics education, with particular emphasis on diagnostic and formative assessment;
  • Exploring the learning progressions in mathematics teaching and learning through frameworks, with a particular focus on the New Zealand Number Framework Stages and their relationship with the New Zealand Curriculum Levels;
  • Awareness of pedagogical content knowledge in the mathematics classroom;
  • Evidence-based intervention and quality teaching in the mathematics classroom.
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Paper Structure

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Students must attend all lectures and/or tutorials weekly.

The paper includes both Trimester A and Trimester B.

Trimester A: There will be a two hour tutorial each week for 12 weeks (see tutorial 01 below).

Trimester B: Pre-practicum there will be two weeks of two 2 hour lectures (see Lecture 01 and 02 below).

Post-practicum there will be a two hour lecture (see lecture 02) plus a two-hour tutorial each week (see tutorial 02 below) .

There will also be two teaching components: (i) an in-school NumPA assessment of children, and (ii) an evidence-based, small-group teaching series of lessons.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Examine and evaluate a range of assessment tools in mathematics
    Linked to the following assessments:
  • Critically evaluate evidence (provided or collected) for a group of learners in mathematics
    Linked to the following assessments:
  • Identify specific mathematical learning needs for a group of learners based on evidence
    Linked to the following assessments:
  • Design an evidence-based intervention for a targeted group of learners in mathematics
    Linked to the following assessments:
  • Demonstrate knowledge of conceptual understanding, learning progressions and associated research-based frameworks, assessment, content and pedagogical content knowledge in mathematics.
    Linked to the following assessments:
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Assessment

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Assessment Links to Learning Outcomes and the Teacher Standards

AssessmentsNature of the assessment.Learning outcomesStandards for the teaching profession
1

Interview, analyse and reflect on diagnostic assessment. Compare to other assessment tools

Reflect on research, literature and teaching practice

1, 3, 5Design for learning
Learning focused culture
Teaching
2Evidence-based practice: Plan, teach and reflect on a series of lessons2, 3, 4, 5

Design for learning

Professional learning

Teaching

3Tests 5Professional learning
Design for learning
Learning focused culture
Teaching
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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: Part A 30% Part B 10%
9 Apr 2021
11:30 PM
40
  • Online: Submit through Moodle
✔
2. Assignment 2
13 Oct 2021
11:30 PM
30
  • Online: Submit through Moodle
✔
3. Assignment 3: Test 1
22 Jul 2021
11:00 AM
20
  • In Class: In Lecture
✔
4. Assignment 3: Test 2
3 Nov 2021
3:00 PM
10
  • 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, New Zealand: Author.

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


Compendia of Numeracy Project Research

see: nzmaths.co.nz

Book of Required Readings

Paper readings will be available for purchase from Waikato Print, or online at:

https://rl.talis.com/3/waikato/lists/96B8279A-1078-87F9-AEF6-39FA8BD1B606.html?login=1

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
  • Theory into Practice
  • Educational Researcher
  • Teaching and Teacher Education
  • School Science and Mathematics
  • Journal of Mathematics Teacher Education
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Recommended Readings

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Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., & Brass, J. (2019). Primary and middle years mathematics: Teaching developmentally (First Australian Ed). Melbourne, Australia: Pearson.
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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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Power points will be entered weekly into Moodle

Extra Support material will be entered into Moodle

Correspondence with students will be via Moodle and/or email

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Workload

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This varies depending on semester. (See Paper Structure above).

Contact hours: Trimester A = 12 weeks at 2 hours per week; Trimester B = 6 weeks at 4 hours per week. Total 48 Hours.

For every contact hour each week, there should be a minimum of 2 hours out of class spent 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: TEACH210, TEMS220

Corequisite(s)

Equivalent(s)

Restriction(s)

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