TEACH310-22D (HAM)

Evidence-based Practice in Mathematics

15 Points

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

Staff

Edit Staff Content

Convenor(s)

Judith Mills

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

Lecturer(s)

Judith Mills

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

Linda Clark

Linda Clark
7840
TL.4.03
See Moodle
linda.clark@waikato.ac.nz

Administrator(s)

: 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.
Edit Staff Content

Paper Description

Edit Paper Description Content

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 in 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.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

Students must attend all lectures and/or tutorials weekly.

The paper includes both Trimester A and Trimester B.

Trimester A: there will be one two-hour tutorial each week for 12 weeks (see tutorial 01, groups A-D below).

Trimester B: Pre-practicum there will be one week with two two-hour lectures (see Lecture 01 and 02 below).

Post-practicum there will be a two hour lecture (see Lecture 03) plus a two-hour tutorial each week for five weeks (see tutorial 02, groups A-D 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.

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

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:
    • Assignment 1: Part A (1)
    • Assignment 1: Part B (2)
  • Critically evaluate evidence (provided or collected) for a group of learners in mathematics
    Linked to the following assessments:
    • Assignment 2 (3)
  • Identify specific mathematical learning needs for a group of learners based on evidence
    Linked to the following assessments:
    • Assignment 1: Part A (1)
    • Assignment 1: Part B (2)
    • Assignment 2 (3)
  • Design an evidence-based intervention for a targeted group of learners in mathematics
    Linked to the following assessments:
    • Assignment 2 (3)
  • Demonstrate knowledge of conceptual understanding, research-based frameworks and learning progressions, assessment, content, and pedagogical content knowledge in mathematics.
    Linked to the following assessments:
    • Assignment 1: Part A (1)
    • Assignment 1: Part B (2)
    • Assignment 2 (3)
    • Assignment 3: Test 1 (4)
    • Assignment 3: Test 2 (5)
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

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
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: Part A
13 Apr 2022
2:00 PM
30
  • Other: Class lecturer will advise
2. Assignment 1: Part B
4 Nov 2022
11:30 PM
10
  • Online: Moodle Forum Discussion
3. Assignment 2
19 Oct 2022
2:00 PM
30
  • Other: Class lecturer will advise
4. Assignment 3: Test 1
9 Jun 2022
No set time
20
  • In Class: In Lecture
✔
5. Assignment 3: Test 2
9 Nov 2022
2:00 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
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

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

The required readings for this paper are available on Talis at:

https://rl.talis.com/3/waikato/lists/1319798F-5CA0-693D-3CC4-7FAC6F54F618.html?login=1

This readings list can also be accessed via the Readings List on Moodle or the readings List tab on the library home page.

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
Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

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.

Edit Recommended Readings Content

Other Resources

Edit Other Resources Content

New Zealand websites:

Other websites:

Edit Other Resources Content

Online Support

Edit Online Support Content

Online Support

Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

Edit Online Support Content

Workload

Edit Workload Content

This is a 300 level, 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours.

Face-to-face contact hours vary depending on trimester (See Paper Structure above): Trimester A = 12 weeks at 2 hours per week; Trimester B = 6 weeks at 4 hours per week. Total 48 Hours.

The remaining hours, accumulated at different times across the two trimesters, are to be used for completing readings, preparing for class/online tasks and assignments.

Edit Workload Content

Linkages to Other Papers

Edit Linkages Content

Prerequisite(s)

Prerequisite papers: TEACH210, TEMS220

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEACH330

Edit Linkages Content