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EDCR231 Mathematics and Statistics

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
Paper code EDCR231
Subject Education
EFTS 0.15
Points 18 points
Teaching period(s) Semester 1 (On campus)
Semester 1 (On campus)
Domestic Tuition Fees (NZD) $887.55
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

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Prerequisite
EDCR 131 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
Restriction
EDUP 202, EDUP 204
Limited to
BTchg
Notes
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
Contact

bilinda.offen@otago.ac.nz

Teaching staff

Paper Co-ordinator: Dr Bilinda Offen
Other Dunedin staff: Andrea Knowles
Southland staff: Allison McKenzie

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

Learning about strands

  • 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

Learning about planning

  • Writing key mathematical ideas
  • Curriculum linkages
  • Writing specific learning outcomes
  • Structuring a lesson
  • Integrating te ao Māori, ICTs, differentiation and literacy strategies
  • Sequencing activities
  • Diagnostic and formative assessment
Textbooks

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.

The following Numeracy Professional Development Project books will be provided in class and are also available from the New Zealand Maths website at https://nzmaths.co.nz/:

  • 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
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

Students who successfully complete this paper will

  • 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 Māori 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

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Timetable

Semester 1

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

Lecture

Stream Days Times Weeks
Attend
A1 Monday 09:00-10:50 9-15, 18, 21-22

Tutorial

Stream Days Times Weeks
Attend one stream from
A1 Tuesday 10:00-11:50 10-15, 17-18, 21-22
A2 Friday 10:00-11:50 10-15, 17-18, 21-22
A3 Thursday 13:00-14:50 10-15, 17-18, 21-22
A4 Friday 13:00-14:50 10-15, 17-18, 21-22

Semester 1

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

Workshop

Stream Days Times Weeks
Attend
A1 Wednesday 13:00-14:50 9-15, 17-18, 20-22

Explores approaches to learning and teaching English, and mathematics and statistics. Explores effective pedagogies that reflect the aims and approaches of English, and mathematics and statistics in The New Zealand Curriculum.

Nau mai, haere mai. This paper focuses on English and Mathematics in the New Zealand curriculum and how it applies to primary school students. Theories and research related to effective teaching and assessment in English and Mathematics are explored. Following on from EDCR131, students will continue to grow as English and Mathematics teachers in terms of their own relationships with literacy and mathematics, and their English and Mathematical and pedagogical content knowledge.

Paper title English and Mathematics 2
Paper code EDCR231
Subject Education
EFTS 0.15
Points 18 points
Teaching period(s) Semester 2 (On campus)
Semester 2 (On campus)
Domestic Tuition Fees (NZD) $912.00
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

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Prerequisite
EDCR 131, ELIT 199 and EMAT 199
Limited to
BTchg
Notes
Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only
Eligibility

Pre requisite EDCR 131

Contact

Andrea Robertson and Belinda Haig

Teaching staff

Dunedin:

Andrea Robertson, Belinda Haig and Maria Kewene-Edwards

Southland:

Julie Mynes and Alli McKenzie

Paper Structure

English

Approaches to teaching

  • Shared and guided approaches in teaching reading and writing
  • Strategies for comprehending fiction and non-fiction texts
  • Critical literacy

Theory and research

  • Current debates and issues in literacy teaching methods
  • Curriculum critique

Learning progressions in English

  • Progressions in speaking, reading and writing
  • Progressions in text complexity of oral and written texts

Planning for and reflecting on teaching

  • Planning reading, and writing lessons to guide children's learning
  • Assessing learning and evaluating teaching
  • Monitoring reading (including running records) and written language
  • Recognition of stages in learners’ development

 

Mathematics and Statistics

Approaches to teaching

  • Students’ relationships with mathematics
  • Problem-solving and investigative processes

Theory and research

  • Theories of teaching and learning, including effective pedagogy in mathematics
  • Ways of working in the classroom

Learning progressions in Mathematics

  • Progressions in Measurement

Learning about planning

  • Writing key mathematical ideas
  • Writing specific learning outcomes
  • Structuring a linked lesson
Textbooks

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.

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

Students who successfully complete this paper will:

  1. Articulate a developing understanding of English and Mathematics in the New Zealand curriculum.
  2. Apply a range of theoretical and research based approaches to effective teaching and learning.
  3. Use assessment to identify the needs of children in relation to learning frameworks.
  4. Articulate an understanding and use the literacy and mathematical progressions as embedded in the NZ Curriculum.
  5. Apply knowledge and skills of te reo Māori and te ao Māori within English and Mathematics learning areas.
  6. Plan teaching/linked lessons for the diverse range of primary school students that reflect the aims and approaches of English and  Mathematics in the New Zealand Curriculum.

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Timetable

Semester 2

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

Lecture

Stream Days Times Weeks
Attend
A1 Monday 11:00-11:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
A1 Monday 13:00-14:50 28-34, 36-41
A2 Tuesday 10:00-11:50 28-34, 36-41
AND one stream from
B1 Monday 13:00-14:50 28-34, 36-41
B2 Tuesday 10:00-11:50 28-34, 36-41

Semester 2

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

Workshop

Stream Days Times Weeks
Attend
A1 Wednesday 09:00-10:20 28-34, 36-41