TEACH31022D (HAM)
Evidencebased Practice in Mathematics
15 Points
Staff
Convenor(s)
Judith Mills
8754
TL.1.01
judith.mills@waikato.ac.nz

Lecturer(s)
Judith Mills
8754
TL.1.01
judith.mills@waikato.ac.nz

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

Administrator(s)
Librarian(s)
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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 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;
 Evidencebased intervention and quality teaching in the mathematics classroom.
Paper Structure
Students must attend all lectures and/or tutorials weekly.
The paper includes both Trimester A and Trimester B.
Trimester A: there will be one twohour tutorial each week for 12 weeks (see tutorial 01, groups AD below).
Trimester B: Prepracticum there will be one week with two twohour lectures (see Lecture 01 and 02 below).
Postpracticum there will be a two hour lecture (see Lecture 03) plus a twohour tutorial each week for five weeks (see tutorial 02, groups AD below) .
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
The required readings for this paper are available on Talis at:
https://rl.talis.com/3/waikato/lists/1319798F5CA0693D3CC47FAC6F54F618.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
Recommended Readings
Van de Walle, J. A., Karp, K. S., BayWilliams, J. M., & Brass, J. (2019). Primary and middle years mathematics: Teaching developmentally (First Australian Ed). Melbourne, Australia: Pearson.
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
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.
Workload
This is a 300 level, 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours.
Facetoface 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.
Linkages to Other Papers
Prerequisite(s)
Prerequisite papers: TEACH210, TEMS220
Restriction(s)
Restricted papers: TEACH330