TEACH31021X (NET)
Evidencebased Practice in Mathematics
15 Points
Staff
Convenor(s)
Nigel Calder
3564
TCBD.4.03J
nigel.calder@waikato.ac.nz

Lecturer(s)
Nigel Calder
3564
TCBD.4.03J
nigel.calder@waikato.ac.nz

Administrator(s)
Librarian(s)
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 Calling +64 7 838 4466 select option 1, then enter the extension.

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 For extensions starting with 4: dial +64 7 838 extension.
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Paper Description
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 culturallyresponsive 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 in available in mathematics education, with particular emphasis on diagnostic and formative assessment;
 Exploring 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;
 Evidencebased intervention and quality teaching in the mathematics classroom.
Paper Structure
This is a 300 level professional development paper. The expected time commitment over 12 weeks is 150 hours.
There are 48 taught hours: Semester A: two hours each week for 12 weeks; Trimester B: 4 hours per week for 6 weeks (two weeks prior to practicum and 4 weeks after practicum). For each taught hour, you are expected to complete a minimum of another 2 hours of course work.
Taught hours include facetoface sessions during block course(s), and online participation. Your active involvement is required in all modules (via tasks, discussions and assignments). Online discussions are underpinned by a philosophy of creating 'communities of learners'. Participation is compulsory and required in a timely manner. You are also encouraged to ask questions about anything that you are not sure of, and communicate your own ideas. These forms of participation are all important.
There will also be two teaching components: (i) an inschool NumPA assessment of children, and (ii) an evidencebased, smallgroup teaching series of lessons.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
Assessment Links to Learning Outcomes and the Teacher Standards
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
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/96B8279A107887F9AEF639FA8BD1B606.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
Recommended Readings
Other Resources
New Zealand websites:
 http://www.nzmaths.co.nz (good for all mathematics content strands, problem solving and Numeracy Project. Also PACT).
 http://www.tki.org.nz (mathematics, assessment, literacy and numeracy “communities”)
Other websites:
 www.eduplace.com/math/brain(good for mathematics problems).
 http://www.teachers.ash.org.au/jeather/maths/dictionary.html (mathematics dictionary)
Online Support
Power points and required activities will be entered weekly into Moodle
Extra Support material will be entered into Moodle
Correspondence with students will be via Moodle and/or email
Workload
This varies depending on semester. (See Paper Structure above).
Contact hours: Semester A = 12 weeks at 2 hours per week; Semester 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 inclass tasks and assessments; research for, and writing of, assignments.
Linkages to Other Papers
Prerequisite(s)
Prerequisite papers: TEACH210, TEMS220