TEAC 7065 Leading Mathematics in the Primary School
Credit Points 10
Legacy Code 102323
Coordinator Peter Mcdonald Opens in new window
Description This unit provides an in-depth exploration of the required mathematics knowledge for primary teaching and for leading other teachers in their professional learning. Students will explore and further develop their pedagogical content knowledge, applying it to the primary mathematics curriculum. They will develop a deep understanding of specific mathematical content, the ways in which children learn that content and appropriate, research based pedagogies.
School Education
Discipline Teacher Education: Primary
Student Contribution Band HECS Band 1 10cp
Check your HECS Band contribution amount via the Fees page.
Level Postgraduate Coursework Level 7 subject
Restrictions
Students must be enrolled in 1809 Graduate Certificate in Primary Mathematics or 1830 Graduate Certificate in Primary Mathematics Education
Assumed Knowledge
Students must have either completed all core mathematics subjects of the MTeach (Primary) program at Western Sydney University, or be a fully qualified primary teacher.
Learning Outcomes
On successful completion of this subject, students should be able to:
- Explain the essential components of pedagogical content knowledge as it relates to the teaching of primary mathematics
- Examine learning theory relating to primary mathematics
- Apply mathematical ideas to the Pedagogical Content Knowledge domains map for mathematical knowledge for teaching
- Demonstrate pedagogical content knowledge across the primary mathematics curriculum by aligning specific mathematical concepts to curriculum, content and pedagogical practices
- Formulate a whole-school approach to teaching mathematics
- Design professional learning resources based on specific mathematical concepts or ideas
Subject Content
1. Knowledge for mathematics education leadership
2. Pedagogical Content Knowledge domains for primary mathematics teachers
3. Effective pedagogy in mathematics
4. Programming and planning across the primary school
5. Understanding and addressing mathematics anxiety
6. Beliefs and identity in mathematics
7. Leading change in mathematic pedagogy
8. Effective strategies for in situ professional development and mathematics
Assessment
The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.
| Item | Length | Percent | Threshold | Individual/Group Task |
|---|---|---|---|---|
| Select an issue relating to mathematics teaching and learning in your professional context and design a plan of action to address this. | 3,000 words | 50 | N | Individual |
| Design and produce a professional learning resource based on one mathematical concept that promotes a whole-school approach | Presentation (20 minute) with accompanying resource (1,000 words) | 50 | N | Individual |
Prescribed Texts
- Donaldson, G., Field, J. Harries, D., Tope, C., & Taylor, H. (2012). Becoming a primary mathematics specialist teacher. Abingdon, London: Routledge
Teaching Periods
Autumn
Online
Online
Subject Contact Peter Mcdonald Opens in new window