Course Title: Teaching Number and Algebra

Part A: Course Overview

Course Title: Teaching Number and Algebra

Credit Points: 12.00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2489	Bundoora Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2017, Sem 2 2018, Sem 2 2019, Sem 2 2020, Sem 2 2021, Sem 2 2022, Sem 2 2023
TCHE2489	Bundoora Campus	Undergraduate	360H Education	Workplace	Sem 2 2016, Sem 1 2017
TCHE2510	Brunswick Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2017, Sem 2 2018, Sem 2 2019, Sem 2 2020
TCHE2510	Brunswick Campus	Undergraduate	360H Education	Face-to-Face or Workplace	Sem 2 2016

Course Coordinator: Angela Rogers

Course Coordinator Phone: +61 3 9925 9459

Course Coordinator Email: angela.rogers@rmit.edu.au

Pre-requisite Courses and Assumed Knowledge and Capabilities

Enforced Pre-Requisite Courses
Successful completion of TCHE2658 Numeracy Test for Initial Teacher Education AND TCHE2625 Literacy Test for Initial Teacher Education AND TCHE2632 Extending STEM Education

Note: it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course. 

For your information go to RMIT Course Requisites webpage. 

Course Description

In this course you will focus on a conceptually rich, strategy-driven approach to the teaching and learning of Number in primary schools. You will be introduced more formally to the links between theory and practice, and relevant aspects of the Australian Curriculum: Mathematics and the Victorian Curriculum F-10.  

You will develop your knowledge of concepts, skills and strategies needed to recognise and respond effectively to student number related learning needs. 

Objectives/Learning Outcomes/Capability Development

Program Learning Outcomes

This course contributes to the following program learning outcomes:  

PLO1 Develop and apply broad and coherent theoretical and practical knowledge through one or more of the following practices: planning using data; teaching and learning; assessing; feedback and professional judgement; and appraising impact of teaching across a range of disciplines. 

PLO7 Engage with school communities and professional networks and communicate with diverse stakeholders in a range of contexts. 

Course Learning Outcomes 

Upon successful completion of this course, you will be able to:  

		Graduate APST
1.	Demonstrate a knowledge of the key concepts, skills and strategies involved in the teaching and learning of Number in primary schools	2.5
2.	Use a range of assessment tools to identify student learning needs in the relation to the big ideas in Number, observe and interpret students’ mathematical behaviour, and plan effective learning activities to meet those needs	5.1
3.	Plan, implement, and evaluate effective mathematics learning experiences that promote the negotiation of meaning and support the development of problem solving, mathematical reasoning, conceptual understanding and procedural fluency in relation to Number	2.3
4.	Identify and evaluate current curriculum and appropriate contemporary resources including the use of technologies in designing effective mathematics learning experiences.	2.1

 

Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 

Students are expected to attend all classes, read the prescribed text (PT) as recommended, actively seek additional resources, participate in class and/or school-based activities as required, seek and respond to feedback, take notes, engage in peer group discussions, critically reflect on their experiences in relation this course, and complete assessment tasks in accordance with the published guidelines. 

Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. 

Your prescribed text is: Siemon, D., Warren, E., Beswick, K., Faragher, R., Miller, J., Horne, M., Jazby, D, Breed, M., Clark, J., & Brady, K (2021). Teaching Mathematics: Foundations to Middle Years, Third Edition. Melbourne: Oxford University Press. ISBN 9780190323370 

There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal. 

Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).  

Assessment Tasks 

	Title	Weighting	CLOs	APSTs
AT 1	Mini Written Test: Understanding of the key number ideas and strategies	25%	1	2.5
AT 2	Targeted Teaching Report: Assess student Number needs and plan targeted teaching response	50%	2, 3, 4	2.1, 2.3, 5.1
AT 3	Extended Written Test: key number ideas and strategies	25%	1	5.2

Feedback will be given on all assessment tasks. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.