Unit rationale, description and aim
Interdisciplinary STEM education enhances students’ scientific and mathematical literacy, computational thinking, problem-solving, and collaboration skills. While teachers are expected to know the content of their subject and how to teach it, this can be challenging when teaching content through an interdisciplinary approach. Therefore, schools need informed, intentional and impactful leadership of STEM initiatives, including the leadership of mathematics within STEM education. Mathematics leadership is multi-faceted and requires knowledge of, and implementation of evidence-based contemporary pedagogies. Mathematics leaders are required to address school-based goals including supporting teachers to achieve those goals through professional development.
In this unit, participants will develop the knowledge and skills required to provide effective leadership of mathematics taught within the context of STEM education, This includes the design and implementation of mathematics-active STEM activities tailored to their school contexts.
This unit focuses on research-informed approaches to teaching and learning that support the central role of mathematics in STEM education. These approaches are guided by the principles of equity, inclusion, and social justice.
The aim of this unit is to develop participants’ ability to lead mathematics teaching and learning within the context of STEM education. This includes the development of evidence-based pedagogical approaches to teaching mathematical concepts, procedures and proficiencies.
Campus offering
No unit offerings are currently available for this unit.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 how to lead effective mathe...
Learning Outcome 01
'EDST531 - Leading the M in STEM - Graduate Capabilities v2 - '
Develop the capacity to select mathematics teachin...
Learning Outcome 02
'EDST531 - Leading the M in STEM - Graduate Capabilities v2 - '
Critically evaluate the capabilities required for ...
Learning Outcome 03
'EDST531 - Leading the M in STEM - Graduate Capabilities v2 - '
Synthesis and communicate feedback about the effec...
Learning Outcome 04
'EDST531 - Leading the M in STEM - Graduate Capabilities v2 - '
Content
Topics will include:
MODULE 1 — Leading a shared vision for a school-wide approach to the teaching and learning of M in STEM
- Enacting STEM education in schools – from a focus on individual disciplines to integration.
- Development of a STEM positive school culture as a stimulus for teaching and learning.
- Whole school approaches to mathematics teaching and learning ,including the centrality of access and inclusion
- Role of relational trust and its importance in leading mathematics teaching and learning within the context of STEM.
MODULE 2 – Essential capabilities for mathematics leadership within the context of STEM education?
- Introduction to the STEM capability model.
- Principles and practices of mathematics leadership in schools. Including approaches to addressing equity, inclusion and social justice.
- Challenges and opportunities for mathematics teaching and learning within STEM contexts.
MODULE 3 — Developing a shared understanding of the M in STEM
- Principles of teaching/learning mathematics in STEM contexts including the use of design technologies.
- Pedagogical practices that promote mathematical problem-solving and critical thinking in STEM contexts
- Evidence-based practices for promoting mathematics learning in STEM contexts.
MODULE 4 — Leading planning and teaching the M in STEM
- Analysis of school data sources to determine whole school directions
- Planning and evaluating sequences of learning activities when teaching Mathematics in an integrated STEM classroom. Understanding and using principles and practices of school-based professional development including the role of feedback and coaching
- Identification and evaluation of a range of resources for mathematics teaching and learning within the context of 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.
Two assessment tasks will be used. A series of quizzes to assess the content in the first two modules and the development of a Professional Learning plan 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 Complete a suite of q...
Assessment Task 1: Quizzes
Complete a suite of quizzes that demonstrate understanding of the unit content including:
- the role of mathematics in STEM education.
- approaches to promoting mathematical capability within STEM contexts, including investigative approaches.
- pedagogical practices that promote mathematical problem-solving, and critical thinking within STEM contexts.
- principles and practices of mathematics leadership in mathematics active STEM schools and classrooms. <
50%
Assessment Task 2: Professional Learning Plan De...
Assessment Task 2: Professional Learning Plan
Design an evidence-based professional learning (PL) plan that articulates and justifies the leadership reasoning required to effectively plan, facilitate, and evaluate teacher professional learning about mathematics teaching and learning in STEM contexts for one school term (10 weeks).
The PL plan must clearly describe how to develop a STEM-positive school culture through leadership focused on quality teaching and learning of mathematics.
The plan should be underpinned by the dimensions and elements of the STEM capability model explored in this unit.
The plan should include:
- A short summary of your school’s strategic improvement goals and direction for mathematics teaching and learning education within a STEM context.
- A rationale for a school-wide approach for teaching and learning mathematics within STEM contexts and how teacher professional learning will support the development and maintenance of a positive mathematics-active STEM school culture.
- Details of the professional learning program, including content and sequence, resources/tools, and specific leadership actions required to enact the PL plan over a period of 10 weeks.
- The identification of criteria and strategies for evaluating the effectiveness of the PL plan. <
50%
Learning and teaching strategy and rationale
This unit will develop school leaders’ knowledge and practices in leading mathematics education through an interdisciplinary approach. Mathematics school leaders will have the opportunity to develop their understanding of the central role of mathematics in STEM education. The unit will require critical reading of current research with weekly activities and online engagement.
The unit will adopt a range of online asynchronous approaches to teaching and learning. Participants will engage with lectures and activities where reflective practices will be encouraged. During these sessions, students will obtain knowledge and understanding of innovative approaches to leading the teaching and learning of mathematics within STEM contexts.
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 - 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: