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EDCR131 Introduction to English, Mathematics and Statistics

Introduces teaching and learning in English and mathematics and statistics. Examines the ways in which language, literacy and number concepts are acquired and explores knowledge fundamental to English and mathematics and statistics understanding.

Paper title Introduction to English, Mathematics and Statistics
Paper code EDCR131
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Limited to
BEd, BEdSt, BTchg
Notes
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
Learning Outcomes
  1. Demonstrate an understanding of the literacy and mathematical progressions as embedded in the strands of each curriculum
  2. Use diagnostic interviews to identify the needs of children in relation to learning frameworks
  3. Plan, implement and evaluate teaching/learning episodes in English and mathematics in response to identified needs
  4. Demonstrate an understanding of the role of language in the learning of mathematical concepts
  5. Demonstrate commitment to building personal content knowledge in mathematics
  6. Describe children's developing linguistic and communicative competence, demonstrating an understanding of the nature of, and the theories underpinning, children's English language learning
  7. Display a sound beginning knowledge of how English language works within and across oral, written and visual modes
  8. Read, respond to, and critically reflect on a range of children's literature, including contemporary New Zealand writing
  9. Use English language competently for a variety of academic, professional and personal purposes, using appropriate form, register and style
Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information literacy.
View more information about Otago's graduate attributes
Contact
Dr Chris Linsell chris.linsell@otago.ac.nz; Trish Brooking, trish.brooking@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Chris Linsell (Mathematics & Statistics) and Trish Brooking (English)
Southland campus: Alli McKenzie (Mathematics & Statistics) and Adair Polson-Genge (English)
Textbooks
Required Texts - Mathematics:
  • Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools: Allen & Unwin.
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
The following Numeracy Professional Development Project books will be provided to students:
  • Ministry of Education. (2008a). Book 1 The Number Framework. Wellington: Ministry of Education.
  • Ministry of Education. (2006b). Book 4 Teaching Number Knowledge. Wellington: Ministry of Education.
  • Ministry of Education. (2007). Book 5 Teaching Addition, Subtraction, and Place Value. Wellington: Ministry of Education.
  • Ministry of Education. (2008b). Book 6 Teaching Multiplication and Division. Wellington: Ministry of Education.
They are also available from the New Zealand Maths website, at www.nzmaths.co.nz

Required Texts - English:
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2003). Effective Literacy Practice in Years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2006). Effective Literacy Practice in Years 5 to 8. Wellington, New Zealand: Learning Media.
Please purchase a dictionary if you do not already have one.
Paper Structure
Mathematics Problem-based approach
  • Mathematics as problem solving
  • Problems as a context for learning mathematics
  • Knowledge of the Number and Algebra strand of Mathematics and Statistics in the New Zealand Curriculum
  • Achievement objectives
  • Suggested learning experiences
  • Links to development of children's understanding
  • Appropriate resources
English Planning for language learning
  • Introduction to the English curriculum - receptive and productive modes of English
  • Processes
  • Progressions of learning
  • Teaching visual language through picture books
  • Language experience as a teaching approach
  • Knowledge of language (supported through web-based interactive sites)
  • Knowledge of language - structure, morphology, orthography, phonology, conventions, grammar
  • Knowledge of how texts work - structure, language and text features, register, style, genre
  • Children's literature
  • Critical literacy
  • Learning through literature
  • Assessing learning
  • Diagnostic assessment strategies

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Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 10:00-10:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Monday 13:00-14:50 28-34, 36-41
T2 Wednesday 13:00-14:50 28-34, 36-41
T3 Thursday 11:00-12:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Introduces teaching and learning in English and mathematics and statistics. Examines the ways in which language, literacy and number concepts are acquired and explores knowledge fundamental to English and mathematics and statistics understanding.

Paper title Introduction to English, Mathematics and Statistics
Paper code EDCR131
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
BEd, BEdSt, BTchg
Notes
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information literacy.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. Demonstrate an understanding of the literacy and mathematical progressions as embedded in the strands of each curriculum
  2. Use diagnostic interviews to identify the needs of children in relation to learning frameworks
  3. Plan, implement and evaluate teaching/learning episodes in English and mathematics in response to identified needs
  4. Demonstrate an understanding of the role of language in the learning of mathematical concepts
  5. Demonstrate commitment to building personal content knowledge in mathematics
  6. Describe children's developing linguistic and communicative competence, demonstrating an understanding of the nature of, and the theories underpinning, children's English language learning
  7. Display a sound beginning knowledge of how English language works within and across oral, written and visual modes
  8. Read, respond to, and critically reflect on a range of children's literature, including contemporary New Zealand writing
  9. Use English language competently for a variety of academic, professional and personal purposes, using appropriate form, register and style
Contact
Dr Chris Linsell chris.linsell@otago.ac.nz; Trish Brooking, trish.brooking@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Chris Linsell (Mathematics & Statistics) and Trish Brooking (English)
Southland campus: Alli McKenzie (Mathematics & Statistics) and Adair Polson-Genge (English)
Paper Structure
Mathematics Problem-based approach
  • Mathematics as problem solving
  • Problems as a context for learning mathematics
  • Knowledge of the Number and Algebra strand of Mathematics and Statistics in the New Zealand Curriculum
  • Achievement objectives
  • Suggested learning experiences
  • Links to development of children's understanding
  • Appropriate resources
English Planning for language learning
  • Introduction to the English curriculum - receptive and productive modes of English
  • Processes
  • Progressions of learning
  • Teaching visual language through picture books
  • Language experience as a teaching approach
  • Knowledge of language (supported through web-based interactive sites)
  • Knowledge of language - structure, morphology, orthography, phonology, conventions, grammar
  • Knowledge of how texts work - structure, language and text features, register, style, genre
  • Children's literature
  • Critical literacy
  • Learning through literature
  • Assessing learning
  • Diagnostic assessment strategies
Textbooks
Required Texts - Mathematics:
  • Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools: Allen & Unwin.
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
The following Numeracy Professional Development Project books will be provided to students:
  • Ministry of Education. (2008a). Book 1 The Number Framework. Wellington: Ministry of Education.
  • Ministry of Education. (2006b). Book 4 Teaching Number Knowledge. Wellington: Ministry of Education.
  • Ministry of Education. (2007). Book 5 Teaching Addition, Subtraction, and Place Value. Wellington: Ministry of Education.
  • Ministry of Education. (2008b). Book 6 Teaching Multiplication and Division. Wellington: Ministry of Education.
They are also available from the New Zealand Maths website, at www.nzmaths.co.nz

Required Texts - English:
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2003). Effective Literacy Practice in Years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2006). Effective Literacy Practice in Years 5 to 8. Wellington, New Zealand: Learning Media.
Please purchase a dictionary if you do not already have one.

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 10:00-10:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Monday 13:00-14:50 28-34, 36-41
T2 Wednesday 13:00-14:50 28-34, 36-41
T3 Thursday 11:00-12:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard