Explores a problem-solving approach to learning and teaching mathematics and statistics. Explores effective pedagogies that reflect the aims and approaches of mathematics and statistics in the New Zealand curriculum.
Nau mai, haere mai. Welcome to EDCR 231 Mathematics and Statistics. This paper focuses on mathematics in the New Zealand curriculum and how it applies to primary school students. Theories and research related to effective teaching and assessment in mathematics are explored. Following on from EDCR 131, students will continue to grow as mathematics teachers in terms of their own relationships with mathematics and their mathematical and pedagogical content knowledge.
|Paper title||Mathematics and Statistics|
|Points||18 points 18 points|
|Teaching period(s)||First Semester, First Semester|
|Domestic Tuition Fees (NZD)||$829.65|
|International Tuition Fees (NZD)||$3,656.70|
- EDCR 131 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
- EDUP 202, EDUP 204
- Limited to
- BEd, BEdSt, BTchg
- TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding,
Ethics, Environmental literacy, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Demonstrate a sound understanding of mathematics in the New Zealand curriculum in the primary school context
- Critically engage with a range of theoretical and research-based approaches to effective teaching and learning
- Plan linked lessons for the diverse range of primary school students that reflect the aims and approaches of mathematics in the New Zealand Curriculum
- Use diagnostic and formative assessment strategies in their planning and teaching
- Integrate te ao MÄori in their planning
- Demonstrate an understanding of the problem-based approach to the learning of mathematics
- Display a high level of personal and professional literacy, numeracy and ICT proficiency
- Demonstrate commitment to building content knowledge in mathematics
- Dr Naomi Ingram, firstname.lastname@example.org
- Teaching staff
- Paper Co-ordinator: Dr Naomi Ingram
Other Dunedin staff: to be confirmed
Southland staff: Parker Ormond
- Paper Structure
- Learning about approaches to teaching and learning
- Theories of teaching and learning, including effective pedagogy in mathematics
- Students' relationships with mathematics
- Problem-solving and investigative processes
- A focus on the geometry/measurement, statistics/probability, and algebra strands
- A focus on the knowledge and strategies in the number strand relating to: fractions, decimals, percentages, ratios and proportional reasoning
- Achievement objectives
- Key mathematical ideas
- Progressions of understanding
- Sourcing and critiquing resources
- Writing key mathematical ideas
- Curriculum linkages
- Writing specific learning outcomes
- Structuring a lesson
- Integrating te ao MÄori, ICTs, differentiation and literacy strategies
- Sequencing activities
- Diagnostic and formative assessment
- Required Texts:
- Jorgenson, R., Dole, S., & Wright, R. J. (2011). Teaching mathematics in primary schools (2nd ed). Australia: Allen & Unwin.
- Ministry of Education. (2007). The New Zealand Curriculum Wellington: Learning Media.
- Ministry of Education. (2007). Book 7 Teaching Fraction, Decimals and Percentages. Wellington: Ministry of Education.
- Ministry of Education. (2007). Book 8 Teaching Number Sense and Algebraic Thinking. Wellington: Ministry of Education
- Ministry of Education (2007). Book 9 Teaching Number through Measurement, Geometry, Algebra and Statistics.