Students
TEP 430 – Mathematics in the Secondary School II
2013 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Michael Cavanagh
Contact via michael.cavanagh@mq.edu.au
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
TEP429(P) and (TEP401(S) or TEP414(S))
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| Corequisites |
Corequisites
TEP402
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit continues the examination of the secondary mathematics curriculum and its teaching. There are three main themes: understanding the central concepts of school calculus; teaching methods, including unit planning and the role of assessment in mathematics education; and practical and professional issues arising from students' concurrent professional experience in TEP402. Particular emphasis is given to learning and teaching mathematics in years 11 and 12.
Please consult the Secondary TEP Guide for recommended prior studies. |
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content and strategies of Stage 6 of the mathematics syllabuses
- Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Unit planning | 25% | September 9 |
| Test development | 45% | October 14 |
| Unit portfolio | 30% | November 11 |
Unit planning
Due: September 9
Weighting: 25%
Students plan a unit of work and provide detailed lesson plans for a sequence of 3 lessons within the unit
On successful completion you will be able to:
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content and strategies of Stage 6 of the mathematics syllabuses
- Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Test development
Due: October 14
Weighting: 45%
Students design a unit test and accompanying mark scheme
On successful completion you will be able to:
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content and strategies of Stage 6 of the mathematics syllabuses
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Unit portfolio
Due: November 11
Weighting: 30%
Students submit work relating to various tasks completed during the session
On successful completion you will be able to:
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content and strategies of Stage 6 of the mathematics syllabuses
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Delivery and Resources
The unit is taught in 12 three-hour workshops: 4-7pm in C5A 222
The workshops are compulsory.
Students are expected to use ICT tools and devices in workshops and in preparation of their assignments. We will focus on the use of such tools for teaching the Stage 6 Mathematics syllabuses.
The main change to previous offerings in previous years is the inclusion of the Program Builder (Board of Studies, NSW) and the content of the Australian Curriculum - Mathematics.
Unit Schedule
Module 1 (Weeks 1-4)
Learning and teaching differential calculus
Unit planning
Module 2 (Weeks 4-6)
Assessment and test development
Module 3 (Weeks 7-11)
Learning and teaching integral calculus
JLPs
Module 4 (Weeks 12-13)
Teaching for understanding
JLPs
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Support
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/
UniWISE provides:
- Online learning resources and academic skills workshops http://www.students.mq.edu.au/support/learning_skills/
- Personal assistance with your learning & study related questions.
- The Learning Help Desk is located in the Library foyer (level 2).
- Online and on-campus orientation events run by Mentors@Macquarie.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
IT Help
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Assessment task
- Test development
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content and strategies of Stage 6 of the mathematics syllabuses
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Assessment tasks
- Unit planning
- Test development
- Unit portfolio
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Assessment tasks
- Unit planning
- Test development
- Unit portfolio
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcome
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Assessment tasks
- Unit planning
- Unit portfolio
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- Demonstrate understanding of assessment strategies, including formal and informal, diagnostic, formative and summative approaches to assess student learning
Assessment tasks
- Unit planning
- Test development
- Unit portfolio