Unit rationale, description and aim

The role of mathematics in STEM Education is widely accepted as key given it underpins other disciplines — Science, Technology and Engineering. Mathematics is an enabler of critical thinking and problem-solving capability within the STEM disciplines – seen as vital in responding to disruptive phenomena such as COVID-19. Further, mathematics is essential for navigating an increasingly data-driven world in which mathematics-based critical thinking is vital for informed citizenship.

In this unit, students will develop a research-informed understanding of the role of critical thinking in mathematics when addressing real-world problems — a key aspect of numeracy. Responses to problems must consider a mathematical solution as well as the consequences of that solution, including equity issues. Mathematical models are important for solving real-world problems. This includes the modelling of data, and more recently big data. Numerate citizens must be able to evaluate claims and findings based on the analysis of data. These capabilities can be developed by adopting evidence-based approaches to teaching and learning mathematics within STEM contexts.

The aim of this unit is to develop participants’ understanding of pedagogical approaches to critical numeracy, including the principles of teaching and learning that support the application of mathematical/statistical modelling to problems within real-world contexts.

2027 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Learning 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.

Understand and analyse the advantages and challeng...

Learning Outcome 01

Understand and analyse the advantages and challenges associated with applying critical thinking in mathematics within STEM contexts.
Relevant Graduate Capabilities:

'EDST530 - Maths iSTEM - Graduate Capabilities v2 - '

Develop the capacity to use mathematical modelling...

Learning Outcome 02

Develop the capacity to use mathematical modelling to solve real-world problems.
Relevant Graduate Capabilities:

'EDST530 - Maths iSTEM - Graduate Capabilities v2 - '

Critically evaluate and design modelling tasks bas...

Learning Outcome 03

Critically evaluate and design modelling tasks based on authentic data within a STEM context.
Relevant Graduate Capabilities:

'EDST530 - Maths iSTEM - Graduate Capabilities v2 - '

Synthesise and communicate research-informed pedag...

Learning Outcome 04

Synthesise and communicate research-informed pedagogical approaches to teaching mathematics within STEM contexts.
Relevant Graduate Capabilities:

'EDST530 - Maths iSTEM - Graduate Capabilities v2 - '

Content

Topics will include:

MODULE 1 — Critical thinking in mathematics: its role in STEM education

·      Current influences on the mathematics curriculum

·      The role of critical thinking in mathematics and its connections to STEM

·      Mathematics and STEM in the Australian Curriculum

·      The role of mathematics in STEM and critical citizenship

·      First Nations peoples and STEM

 

MODULE 2 — Using mathematics to solve real-world problems within STEM contexts

·      Mathematical modelling and numeracy across the curriculum

·      Designing and implementing tasks related to applying mathematics to STEM contexts

·      The role of digital resources for applying mathematics to the real world


MODULE 3 — Analysing and interpreting authentic data

·      Availability and accessibility of authentic data sets

·      Analysing authentic data sets

·      Evaluating findings or claims in authentic data

 

MODULE 4 — Planning, teaching and learning for mathematics in STEM contexts

·      Evidence-based practices for mathematics in STEM teaching and learning

·      Adopting inclusive pedagogies for teaching and learning mathematics in stem contexts

·      Assessing capability for applying mathematics in STEM contexts

 

Assessment strategy and rationale

The assessment tasks are used to meet the unit learning outcomes and develop graduate capabilities and professional standards and criteria consistent with University assessment requirements.

Students will need to complete two assessment tasks. A series of quizzes to assess the content in the first two modules and the development of a mathematical modelling task to assess modules 3 and 4. These tasks will ascertain the extent to which graduates achieve stated outcomes. In order to pass this unit, students are required to pass each assessment task.


Overview of assessments

Assessment Task 1: Quizzes Undertake short answe...

Assessment Task 1: Quizzes

Undertake short answer responses that demonstrate knowledge and understanding of content from Modules 1 to 2:

  • critical thinking in mathematics
  •  using mathematics to solve real-world problems
    • <

Weighting

50%
Standards Highly Accomplished -, Lead -

Assessment Task 2: Mathematical modelling task D...

Assessment Task 2: Mathematical modelling task

Design a mathematical modelling task that makes use of large data sets to inform decision-making about an issue that has social consequences. Provide guidelines to explain how the task will be implemented in an authentic classroom setting where the classroom environment is described. The format must demonstrate knowledge and understanding of:

  • the interpretation & evaluation of findings or claims in authentic data
  • aligning pedagogies for teaching and learning mathematics in STEM contexts
  • critical thinking in mathematics, including a description of broader societal impacts of the potential solution Include an evaluation of this task in terms of the alignment with the ideas and pedagogies for teaching and learning mathematics in STEM contexts which have been addressed in this course.
    • <

Weighting

50%
Standards Highly Accomplished -, Lead -

Learning and teaching strategy and rationale

In this unit, students will be taught via a range of online asynchronous approaches. They will engage in lectures and activities where reflective practices will be encouraged. During these sessions, students will obtain knowledge and understanding and develop new ways to teach mathematics through critical thinking and the application of mathematical modelling.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.

Australian Professional Standards for Teachers - Highly Accomplished

In connection to the learning outcomes, on successful completion of this unit, students should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:

    Australian Professional Standards for Teachers - Lead

    In connection to the learning outcomes, on successful completion of this unit, students should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:

      Representative texts and references

      Representative texts and references

      Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM. https://doi.org/10.1007/s11858-019-01084-2

      English, L. (2023). Multidisciplinary modelling in a sixth-grade tsunami investigation. International Journal of Science and Mathematics Education. 21, 41–65. https://doi.org/10.1007/s10763-022-10303-4

      Gal, I., & Geiger, V. (2022). Welcome to the era of vague news: Mathematics, statistics, evidence literacy, and the Coronavirus pandemic media. Educational Studies in Mathematics, 111(1), 5–28.

      Geiger, V. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDMMathematics Education, 51(7), 929-940. https://doi.org/10.1007/s11858-019-01068-2

      Geiger, V., Beswick, K.., Fraser, S., & Holland‐Twining, B. (2023). A model for principals’ STEM leadership capability. British Educational Research Journal. https://doi.org/10.1002/berj.3873

      Geiger, V., Galbraith, P., Niss, M., & Delzoppo, C. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics, 109, 313-336. https://doi.org/10.1007/s10649-021-10039-y

      Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. Silver, & S. Li (Eds.), Transforming mathematics instruction. Advances in Mathematics Education (pp. 81-102). Springer. https://doi.org/10.1007/978-3-319-04993-9_6

      Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51(7), 869-884. https://doi.org/10.1007/s11858-019-01100-5

      Maass, K.,  Zehetmeier, S., Weihberger, A., & Flösser, K. (2022). Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study. ZDM Mathematics Education, 55(1), 133–145. https://doi.org/10.1007/s11858-022-01440-9

      Lines of Inquiry in Mathematical Modelling Research in Education. (2019). In G. A. Stillman & J. P. Brown (Eds.), ICME-13 Monographs. Springer International Publishing. https://doi.org/10.1007/978-3-030-14931-

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