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 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.

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 (one week prior to practicum and 5 weeks after practicum). For each taught hour, you are expected to complete a minimum of another 2 hours of course work.

Taught hours include face-to-face 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 in-school NumPA assessment of children, and (ii) an evidence-based, small-group teaching series of lessons.

Assessment Links to Learning Outcomes and the Teacher Standards

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.

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 in-class tasks and assessments; research for, and writing of, assignments.