TEMS724-20X (HAM)

Secondary Curriculum: Mathematics Y7-11

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@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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This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, School of Education, GradDipT graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues related to mathematics learning and teaching. Students completing this paper also develop their professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are one, two, three, four, five, six and seven. These standards link to the ako, tangata-whenuatanga, wānanga, whanaungatanga and manaakitanga tātaiako (cultural competencies for Māori learners).

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Paper Structure

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Classes will involve a combination of discussion, practical activities and seminars.

The classes are informal and depend on contributions from all of us. In some classes you will be given a small task to complete for the next class. The task may include finding ideas for activities, outlining plans for lessons or units, reading and commenting on papers and articles, etc. You will be expected to take an active teaching role at certain times during the paper.

You are expected to initiate a mathematics education resource file. This should be organised and extended throughout the paper. The file should include records of ideas, activities, presentations, discussions and comments from class work and your time in schools. It is suggested you file the activities you collect /generate in strands with an annotation of level, organisation (group/whole class) and resources needed.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • demonstrate sound understanding of curriculum related subject matter;
    Linked to the following assessments:
  • explain the curriculum requirements for mathematics education years 7 – 11;
    Linked to the following assessments:
  • write plans for lessons and units;
    Linked to the following assessments:
  • select and prepare a range of materials to support lessons and units;
    Linked to the following assessments:
  • use a range of approaches for teaching and assessing student learning;
    Linked to the following assessments:
  • reflect critically on their experiences and develop insights regarding learning and teaching in mathematics and their role as a teacher of mathematics;
    Linked to the following assessments:
  • develop support networks including those within professional associations;
    Linked to the following assessments:
  • develop an understanding of the New Zealand Secondary Numeracy Project;
    Linked to the following assessments:
  • show familiarity with a range of appropriate resources, including ICT and be able to critically evaluate them;
    Linked to the following assessments:
  • analyse and make links to academic literature about mathematics education.
    Linked to the following assessments:
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Assessment

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Assessment is based on threeassignments that are linked to learning outcomes.
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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. Professional development
12 Jun 2020
2:00 PM
30
  • Hand-in: In Tutorial
2. Unit planning
31 Jul 2020
2:00 PM
40
  • Hand-in: In Tutorial
3. Linking theory to practice
5 Oct 2020
2:00 PM
30
  • Email: Lecturer
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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  • Averill, R. & Harvey, R. (Eds), Teaching Secondary School Mathematics and Statistics: Evidence-based Practice (Volume One). Wellington: NZCER Press.
  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media.
  • Tātaiako: Cultural Competencies for Teachers of Māori Learners (Ministry of Education, 2011).
  • Scientific calculator (A graphics calculator is preferable).
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Recommended Readings

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  • Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Geneva, Switzerland: International Bureau of Education. Download available from: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf
  • Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.Download available from: https://www.educationcounts.govt.nz/__data/assets/pdf_file/0007/7693/BES_Maths07_Complete.pdf
  • Christensen, I. (2004). Te Reo Pangarau: A Maori language dictionary of mathematics. Wellington: Ministry of Education
  • Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., & Fry, K. (2016). Research in Mathematics Education in Australasia 2012–2015. New York: Springer
  • Ministry of Education. (2008). Numeracy professional development projects: Books 1 – 9. Ministry of Education: Wellington.
  • Ministry of Education. (1999 - 2009). Figure it out (series). Wellington: Learning Media. (Available in Education Library)
  • Ministry of Education. (1999). Teaching problem solving. Wellington: Learning Media. (Available in Education Library
  • Lovitt, C & Clarke, D. (1988). The mathematics curriculum and teaching program.Activity Bank, Volume 1. Canberra: Curriculum Corporate
  • Walker, C., & Walker, V. (2015). Walker Maths NCEA Series. Auckland, New Zealand: Cengage Learning
  • Van de Walle, J. A.,Karp, K.S., Bay Williams, J.M., & Brass, A (2019). Primary and Middle Years Mathematics Teaching Developmentally (Australian Edition), Melbourne, Australia: Pearson
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Other Resources

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Mathematics education journals in the Education Library:

There are a number of journals about mathematics education available in the Education Library. An increasing number are also available electronically online. Please use the Library Link Databases on the library webpage to search for articles. Ask Library staff at the Information desk for help if you need it!

Some journals available through the library are:

  • Arithmetic Teacher
  • Australian Mathematics Teacher
  • Australian Senior Mathematics Journal
  • For the Learning of Mathematics: An International Journal of Mathematics Education
  • Mathematics in School
  • Mathematics Teaching
  • Questions of Science and Mathematics
  • Teaching Children Mathematics
  • Mathematics Education Research Journal
  • Journal for Research in Mathematics Education
  • Educational Studies in Mathematics
  • Journal of Mathematical Behaviour
  • ZDM- International Journal of Mathematics Education

Some useful New Zealand mathematics websites:

  • http://www.nzmaths.co.nz (good for all mathematics content strands and problem solving)
  • http://www.tki.org.nz(This keeps teachers up-to-date with developments, eg, the numeracy project)
  • www.censusatschool.org.nz
  • www.stats.govt.nz/schools-corner
  • http://www.nzamt.org.nz/

Other websites:

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Online Support

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This paper is supported through Moodle, the University of Waikato’s online teaching facility. Online resources may be accessed through nzmaths.co.nz and other similar websites.Support is also available from the Student Learning Centre.

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Workload

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The paper is worth 15 points and has an estimated workload of 150 hours.
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Linkages to Other Papers

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This paper is part of the Graduate Diploma of Teaching (secondary) programme and as such links with the six other papers of the diploma including TEDE701 and TEDE702 the practicum papers where knowledge and understanding developed in TEMS724 as applied in the classroom.

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Prerequisite(s)

Prerequisite papers: 30 points at 100 level in Mathematics or Statistics

Corequisite(s)

Equivalent(s)

Restriction(s)

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