Unit rationale, description and aim
This unit introduces teachers to mathematics-focused learning within the integrated STEM classroom based on content in the Australian Curriculum, and state and territory syllabi. Teachers will develop skills in designing practical hands-on activities using inquiry-based learning pedagogies in STEM contexts. They will explore mathematical concepts inherent in STEM applications and investigations and develop mathematical discipline knowledge and understanding. Teachers will also explore exemplary teaching strategies and pedagogical content knowledge in the field of applied mathematics and demonstrate knowledge and understanding of the connections between mathematics and other discipline areas within STEM education.
Campus offering
No unit offerings are currently available for this unitLearning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate knowledge (fluid and creative implemen...
Learning Outcome 01
Critically analyse, synthesise, develop, and imple...
Learning Outcome 02
Describe, design, evaluate and implement a variety...
Learning Outcome 03
Analyse the relationships between learning task de...
Learning Outcome 04
Content
Topics will include:
- contemporary understandings of the unique ways in which students learn Mathematics in an Integrated STEM classroom
- pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching Mathematics in Integrated STEM Education
- planning, implementing and evaluating sequences of learning activities when teaching Mathematics in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning
- describing and representing STEM-based problems using a variety of mathematical terminologies and conventions
- interpreting real life situations and systematically applying appropriate strategies to solve problems
- catering for a diverse range of learners when teaching Mathematics in an Integrated STEM classroom
- effective use of a range of resources for teaching, including ICTs and technologies to engage learners, specific to teaching Mathematics in an Integrated STEM classroom
- classroom management when teaching Mathematics in an Integrated STEM classroom and the impact of curriculum rigor, engagement, participation and inclusion on learner behaviour
- a range of approaches and strategies for assessment, feedback, and reporting when teaching Mathematics in Integrated STEM Education
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
A variety of assessment procedures will be used to ascertain the extent to which graduates achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,500 words. In order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
Assessment Task 1 a. Resource Folio and Task An...
Assessment Task 1
a. Resource Folio and Task Analysis
Create a folio of 6 practical activities that cover a range of STEM applications, within which the:
- focus is on Mathematics in an Integrated STEM classroom;
- identified curriculum content is addressed (Mathematics and/or other subject areas) (LO1);
- diverse learner backgrounds and needs are catered for (LO3);
- student higher order thinking is promoted (LO4);
- provisions are made for assessment of student learning and feedback (LO4);
- and the cross-curricular priorities and General Capabilities of the Australian Curriculum are incorporated (LO3).
In the folio, provide a task analysis overview of each task, addressing the dot points above.
b. Critical Reflection Report
Critically evaluate and justify using recent research the ways in which the Research Folio activities promote:
- student higher order thinking
- catering for the needs of diverse learners
- addressing the cross curricular priorities and General Capabilities of the Australian Curriculum
- including the integration of literacy and numeracy.
(word count approx. 2750)
30%
20%
Total = 50%
Assessment Task 2 Option 1 Teaching Unit design...
Assessment Task 2
Option 1 Teaching Unit design
Develop an integrated STEM unit of work (comprised of 5 hours of learner-centred sequential activities) that has a Mathematics theme and integrates Science, Technology and Engineering.
The unit of work must demonstrate knowledge and understanding of:
- the concepts and structure of Mathematics in an integrated STEM classroom in the K-10 curriculum (LO1)
- the ways in which students learn, within a project-based program, in an Integrated STEM classroom (LO1)
- learning objectives, teaching content, strategies and assessment appropriate to the identified outcome/s, topic and year level (LO2)
- nominated pedagogical approach/es (LO2,3)
- sequencing (LO2); and appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking (LO3).
(word count approx. 2750)
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: