EDUC4039 - Week 2: Unpacking the Curriculum

EDUC4039 - Week 2: Unpacking the Curriculum

Tutorial Week Two Outline

  • Overview of the Mathematics Curriculum
  • Esti-Mysteries Activity
  • Weekly reading reflections
  • Weekly reflective activity

Learning Objectives

  • Understand the structure of the Western Australian Mathematics curriculum from Pre-primary to Year 10, focusing on:
    • Strands
    • Sub-strands
    • Learning progressions
  • Participation in hands-on mathematical activities, reflective tasks, and collaborative discussions to:
    • Connect theory to practice
    • Analyze curriculum documents
    • Apply pedagogy principles
    • Reflect on professional readings
  • Deepen comprehension of the four mathematical proficiencies, which are:
    • Understanding
    • Fluency
    • Problem-Solving
    • Reasoning
  • Examine how these proficiencies impact effective mathematics teaching

Expectations

  • Clarity
  • Confidence

Activity: You, By The Numbers

  • Instructions:
    • Each student divides a paper into eight sections with a central circle.
    • Write your name in the middle circle.
    • Use numbers to share personal information about yourself.

Activity: Esti-Mystery

  • Details are not provided in the transcript but involve estimating and conjecture in mathematics.

Curriculum Activity 1: Curriculum Deep Dive

  • Title: "Strands, Sub-strands, and Progressions"
  • Purpose:
    • To help pre-service teachers develop a strong working knowledge of the revised Western Australian (WA) Mathematics scope and sequence for Pre-primary to Year 10.
  • Instructions:
    • Strand Allocation:
    • In small groups, each team is assigned one of the mathematics strands:
      • Number and Algebra
      • Measurement and Geometry
      • Statistics and Probability
    • Groups examine the progression from one year level to the next using the SCSA scope and sequence.
    • Identify Key Shifts:
    • New or revised content compared to prior understanding
    • Increasing cognitive demand across year levels
    • Connections to Australian Curriculum v9 content, which SCSA adopts and adapts in phases
    • Group Poster/Infographic:
    • Each group will produce a visual summary that includes:
      • Conceptual “big ideas” in their strand
      • Development of ideas across the years
      • Potential classroom implications
    • Gallery Walk:
    • Groups display their posters for feedback from peers.
  • Outcome:
    • Pre-service teachers will gain a comprehensive understanding of how mathematical concepts develop over time and how the WA curriculum revision aligns with national reforms.

Activity: Hacker's Message

  • Example problem involving three corner numbers that must sum up correctly based on the numbers along the lines.
  • Given lines:
    • 13
    • 8
    • 9
    • Find numbers from 1 to 10 that fit the corners for correct sums on the lines.

Lecture: Reflect Activity

  • Discussion prompt:
    • "Many people believe math is an exact science where an answer is right or wrong. Do you agree? Why? Can you find an instance where this is not the case?"

Reading Questions for Pre-Service Teachers

  1. Based on Cognitive Load Theory: Research that Teachers Really Need to Understand (CESE, 2017):

    • How does Cognitive Load Theory distinguish between:
      • Intrinsic load
      • Extraneous load
      • Germane load
    • Why is understanding these differences important for beginning teachers in designing learning tasks?
    • Identify a common classroom practice that might unintentionally increase extraneous cognitive load and suggest modifications for improvement.
    • Discuss the role of worked examples in mathematics lessons, particularly for students struggling with new content.

  2. Based on AAMT Mathematics Pedagogy Position Paper (AAMT, 2025):

    • Which principle of effective mathematics pedagogy resonates with you most as a developing teacher, and how will it shape your practice?
    • How does the AAMT argue for the balance between conceptual understanding and procedural fluency? Provide an example of this balance in a lesson.
    • Discuss two strategies to support diverse learners in mathematics education.

  3. Combined Critical Reflection Question:

    • How do CESE’s cognitive load research perspectives and AAMT pedagogy principles complement each other in planning effective mathematics instruction? Provide a brief example from a hypothetical lesson.

Weekly Reading Reflection

  • Students are required to reflect on the week’s readings to synthesize learning and connect it to practical applications in their teaching practice.

The Bottom Line

  • Essential ideas include:
    • Concepts need to be experienced.
    • Strategies need to be scaffolded.
    • Discussion is crucial for effective learning.
  • Encouragement to aspire to be the teacher necessary for student success, emphasized by Dianne Siemon at AMTOC26.

Conclusion

  • Thank you for participating in Week 2 of EDUC4039.
  • Looking forward to next week's discussions and activities!