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This course provides pre-service teachers with an introduction to theories and pedagogies for teaching Mathematics in the New Zealand primary school context. The course introduces knowledge, skills and attitudes needed to successfully plan, teach and evaluate the Mathematics and statistics learning areas of the New Zealand Curriculum (2007). The course also aims to prepare students for further study in higher-level courses and will complement learning in other courses in the Bachelor of Teaching and Learning, including Professional Practice.
*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.
On the successful completion of this course, participants will be able to:1. Analyse and critically select resources that reflect an understanding of pedagogical and cultural influences for mathematics teaching, learning and assessment.2. Construct effective learning episodes for primary school children which demonstrate a critical understanding of, and the ability to use, the content and philosophy of the mathematics and statistics learning area of The New Zealand Curriculum (2007).3. Develop appropriate assessment methods for mathematics teaching and learning episodes.4. Research and demonstrate the development of mathematical concepts from Level 1 to Level 4 in the New Zealand Curriculum (2007).5. Identify and use ICT resources and pedagogy related to mathematics teaching and learning.6. Identify how to embed aspects of the cultural competencies as outlined in Tātaiako when teaching and learning mathematics.7. Compare, analyse and appraise mathematical issues in the New Zealand primary classroom setting.
NB: The score for both assignments will be added to get the final mark and grade
Required Texts: You will need to purchase a copy of: R. Averill, & R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 197- 206). Wellington, New Zealand: NZCER press.Cost approximately $53:00 from UBS Please download a copy of Tātaiako or bring your own copy:Tātaiako - Cultural competencies for teachers of Māori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/EducationInitiatives/Tātaioki.aspxAnthony,G & Walshaw,M. (2010). Effective pedagogy in mathematics. Educational Practices series 19. Geneva. The International Academy of Education.Recommended reading:R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 99-115). Wellington, New Zealand.Boaler, J., Munson,M., & Williams, C., (2018). Mindset mathematics: visualising and investigating big ideas (Grade 3). Jossey Bass.Boaler, J., Munson, M., & Williams, C., (2017). Mindset mathematics: visualising and investigating big ideas (Grade 4). Jossey Bass.Boaler, J., Munson, M., & Williams, C., (2018). Mindset mathematics: visualising and investigating big ideas (Grade 5). Jossey Bass.Boaler, J., Munson, M., & Williams, C., (2021). Mindset mathematics: visualising and investigating big ideas (Grade 1). Jossey Bass.Liljedahl, P., (2021). Building thinking classrooms in mathematics:14 teaching practices for enhancing learning; Corwin. Sullivan, Peter; Challenging maths tasks: unlocking the potential of all students; Oxford University Press. 2018Sullivan, Peter,1948-, Lilburn, Pat; Open-ended maths activities: using 'good' questions to enhance learning; Oxford University Press, 2017.Websites:https://nzmaths.co.nz/https://nrich.maths.org/
Students display academic integrity when they submit for assessment work that is their own. When this is not the case, the students are engaging in cheating or dishonest practices. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. It is unacceptable to submit sections of work completed for one course as part of an assignment for another course.
Final results for this course will be reported using:A+, A, A-, B+, B, B-, C+, C, C-, D and EEach of the assignments in this course will be given a numerical grade. At the end of the course the numerical total for both assignments will be converted to a letter grade in accordance with University policy. The conversion will be based on the following table:Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass is 50 marks or overThe score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner's meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the Te Kaupeka Ako | Faculty of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.
All students are expected to attend and actively engage in all LEARN materials, ECHO360/audio power point recordings and ZOOM sessions. All distance students must attend the mathematics sessions as part of OSI2 either in Rotorua, Nelson or Christchurch. If absent, students must notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for Aegrotat provisions).
Students will be given the opportunity to formally evaluate the course via the University course evaluation system.Students will also be encouraged to provide informal feedback during the course.
The assignments and overall course grades will be subject to internal and external moderation procedures.
No work will be marked if it is handed in after the due date without an extension having been granted.
All written work will be expected to demonstrate a high standard of literacy (e.g. spelling, punctuation, sentence structure, etc). All reference lists should adhere to APA referencing conventions.
Extensions may be granted in exceptional circumstances and are not granted automatically. The lecturer must be contacted in writing or by email 2 days prior to the due date of the assignment.
The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation. Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the 'D' range (40.00 - 49.99%).Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course. The time frame for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.
Where for reasons beyond their control, students are prevented from completing an assessment or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions may apply to impaired performance, non-completion of assessment items, and to late discontinuation (withdrawal) from a course. A detailed description of special consideration and materials to support the applications process are available at: Special Considerations Process. Generally speaking, applications for special considerations should be lodged within five working days of the due date of that assessment item. For more details on this, please refer to the Special Considerations Regulations. This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site.
Assignment Submission:Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available, students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays)
Domestic fee $799.00
International fee $3,600.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Teacher Education