ED2652 Lecture Notes - Lecture 1: Australian Curriculum
Mathematics 2: Number and Algebra (ED2652)
Lecture One – Week One
• The attitude of the teacher
o Besides what the student brings ‘to the table’, the biggest difference in effecting achievement in the
classroom is the teacher
• Shulman (1986) – Effective teaching
o TPACK model
• The Western Australian Curriculum
o The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities
important for all Australian students. The Australian Curriculum describes the learning entitlement of
students as a foundation for their future learning, growth and active participation in the Australian
community. It makes clear what all young Australians should learn as they progress through schooling. It is
the foundation for high quality teaching to meet the needs of all Australian students.
o The proficiency strands describe the actions in which students can engage when learning and using the
content. While not all proficiency strands apply to every content description, they indicate the breadth of
mathematical actions that teachers can emphasise.
• Constructivism
o Constructivism is:
▪ Active
Reflective
▪ Social
• Memorable Teaching
• Working like a mathematician
o When mathematicians become interested in a problem, they:
▪ Play with the problem to collect and organise data about it
▪ Discuss and record notes and diagrams
▪ Seek and see patterns or connections in the organised data
▪ Make and test hypotheses based on the patterns or connections
▪ Look in their strategy toolbox for problem solving strategies
▪ Check their answer and think about what else they can learn from it
▪ Publish their results
• Numeracy
o Numeracy encompasses the knowledge and skills required to effectively manage mathematical demands in
personal, societal and work situations, in combination with the ability to accommodate and adjust flexibly
to new demands in a continuously rapidly changing society that is highly dominated by quantitative
information and technology.
• Subitising
o Subitising is instantly recognising a quantity without counting them
• Number Sense (Sowder and Schappelle, 1989)
o A way of thinking
o It is a disposition towards making sense of mathematics
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
The attitude of the teacher: besides what the student brings to the table", the biggest difference in effecting achievement in the classroom is the teacher, shulman (1986) effective teaching, tpack model. The western australian curriculum: the australian curriculum sets out the core knowledge, understanding, skills and general capabilities important for all australian students. The australian curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the australian community. It makes clear what all young australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all australian students: the proficiency strands describe the actions in which students can engage when learning and using the content. While not all proficiency strands apply to every content description, they indicate the breadth of mathematical actions that teachers can emphasise: constructivism, constructivism is, active.
