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 18 points |
| Teaching period(s) | Second Semester, Second Semester |
| Domestic Tuition Fees (NZD) | $846.30 |
| International Tuition Fees (NZD) | $3,766.35 |
- Limited to
- BEd, BEdSt, BTchg
- Notes
- TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
- Contact
Dr Chris Linsell (chris.linsell@otago.ac.nz)
- Teaching staff
Paper Co-ordinator: Dr Chris Linsell
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
- 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.
- 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.
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.
- Graduate Attributes Emphasised
- Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information
literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
- Demonstrate an understanding of the literacy and mathematical progressions as embedded in the strands of each curriculum
- Use diagnostic interviews to identify the needs of children in relation to learning frameworks
- Plan, implement and evaluate teaching/learning episodes in English and mathematics in response to identified needs
- Demonstrate an understanding of the role of language in the learning of mathematical concepts
- Demonstrate commitment to building personal content knowledge in mathematics
- Describe children's developing linguistic and communicative competence, demonstrating an understanding of the nature of, and the theories underpinning, children's English language learning
- Display a sound beginning knowledge of how English language works within and across oral, written and visual modes
- Read, respond to, and critically reflect on a range of children's literature, including contemporary New Zealand writing
- Use English language competently for a variety of academic, professional and personal purposes, using appropriate form, register and style
Timetable
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 18 points |
| Teaching period(s) | Second Semester, Second Semester |
| Domestic Tuition Fees | Tuition Fees for 2020 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Limited to
- BEd, BEdSt, BTchg
- Notes
- TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
- Contact
Dr Chris Linsell (chris.linsell@otago.ac.nz)
- Teaching staff
Paper Co-ordinator: Dr Chris Linsell, Dr Jenny Daly
Southland campus: Alli McKenzie (Mathematics & Statistics)- 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
- 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.
- 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.
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.
- Graduate Attributes Emphasised
- Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information
literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
- Demonstrate an understanding of the literacy and mathematical progressions as embedded in the strands of each curriculum
- Use diagnostic interviews to identify the needs of children in relation to learning frameworks
- Plan, implement and evaluate teaching/learning episodes in English and mathematics in response to identified needs
- Demonstrate an understanding of the role of language in the learning of mathematical concepts
- Demonstrate commitment to building personal content knowledge in mathematics
- Describe children's developing linguistic and communicative competence, demonstrating an understanding of the nature of, and the theories underpinning, children's English language learning
- Display a sound beginning knowledge of how English language works within and across oral, written and visual modes
- Read, respond to, and critically reflect on a range of children's literature, including contemporary New Zealand writing
- Use English language competently for a variety of academic, professional and personal purposes, using appropriate form, register and style
