FACULTY OF EDUCATION DEPARTMENT OF DEPARTMENT OF MATHS SCIENCE AND TECHNOLOGY EDUCATION STUDENT GUIDE YEAR: 2024 MATHEMATICAL LITERACY EDUCATION Module Title 3SML400 Module Code Module Credit Value 16 Year Level 4 Level of study Notional Hours 160 7 NQF Level Lecturer(s) Mr M I Mthembu Full Title of the Programme the Module belongs to 4 3SML400 EBDSF1 MATHEMATICAL LITERACY EDUCATION 4 (FET) 2024 1 Date: 14 April 2024 Dear Student Welcome to the 3SML400: MATHEMATICAL LITERACY EDUCATION This module provides fundamental statistical knowledge as it applies to the teaching, learning, assessment and general management in the FET Phase. Assessment knowledge as a practice intended at improving Mathematical Literacy learning is also an important component of content. As an additional concept, classroom research otherwise known as action research with the hope that it will enable students to apply it to reflect on their teaching and learning and be able to solve problems using evidence-based solutions and theory driven solutions. This course also teaches the ideas of curriculum transformation and compares different Mathematical Literacy curriculum policies, with a focus on South African Mathematical Literacy curriculum policies. Misconceptions and pre-conceptions that arise before and during learning will also be investigated in order to develop ways for correcting misconceptions and improving learning. Learning hurdles/barriers that may impede learning and how to overcome them will also be discussed. The significance of the issues raised cannot be emphasized. Students are urged to read newly released material in addition to that available and accessible via the internet in order to solidify their understanding. Mr M I Mthembu Lecturer Dept. of MSTE 4 3SML400 MATHEMATICAL LITERACY EDUCATION 4 (FET) 2024 2 Lecturer’s expectations You are expected to attend all lectures and participate in class discussions and tasks, and to submit all tasks timeously. You are expected to always conduct yourself with respect for your fellow students and lecturers. Lecturer’s contact details (i) Mr M I Mthembu Office: T11-021 Tel: 035-902-6161 Email: MthembuMI@unizulu.ac.za (KwaDlangezwa Campus) Consultation times Consultation times will be communicated in class. Please make an appointment should you wish to discuss issues relating to this module. (ii) Tutor’s contact details Contact : E-mail : Consultation times Days of the week Times Venues Monday 0730 – 08h20 NE10 Tuesday 14h30 – 15h20 NE9 Wednesday 07h30 – 08h20 NE10 (iii) Departmental secretary Contact: 035 902 6714 E-mail : MkhonzaZ@unizulu.ac.za 4 3SML400 MATHEMATICAL LITERACY EDUCATION 4 (FET) 2024 3 ROLES AND RESPONSIBILITIES a) LECTURER Students will work together as individuals, teams/groups from the beginning of the first term up to a point where they present his/hers/ their research projects and finally produce an acceptable report at the end of the semester. Full attendance of lessons is very important for this module and students will have to interact with the lecturer from the beginning so that fruitful results are obtained by the end of the Semester. (b) THE STUDENT Students are expected to attend all lectures and be on time. There will be a number of assessments set for the module either in a form of class tests or written assignments such as essays and /or practical reports. You will be expected to hand them in before or on due date. You are expected to do your own work independently. Plagiarism is a criminal offence. Please acknowledge sources in your work and use proper referencing methods. Class participation & activities Group/Teamwork responsibilities Participate in student evaluation of the lecturer, of the module, etc. Engage in self-directed learning. Identify own Learning style. (c) STUDENT SUPPORT AVAILABLE Tutorials 4 3SML400 Library MATHEMATICAL LITERACY EDUCATION 4 (FET) 2024 4 TABLE OF CONTENTS (i) Lecturer’s contact details ......................................................................................... 3 (ii) Tutor’s contact details............................................................................................... 3 (iii) Departmental secretary ................................................................................. 3 ROLES AND RESPONSIBILITIES .......................................................................... 4 a) LECTURER ...................................................................................................... 4 (b) THE STUDENT ............................................................................................. 4 (c) STUDENT SUPPORT AVAILABLE .................................................................... 4 1 LEARNING COMPONENT................................................................................... 2 1.1 Purpose of the Module................................................................................... 2 1.2 Module outcomes .......................................................................................... 2 1.3 Chapter or Learning Unit breakdown ............................................................. 2 1.4 Laboratory Work / Practical Work / Experiential Learning..... 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Bookmark not defined. 2 3 4 1.5 Arrangements for self-study .......................................................................... 3 1.6 Arrangements for e-learning .......................................................................... 4 ASSESSMENT COMPONENT ............................................................................ 4 2.1 Assessment Plan ........................................................................................... 4 2.2 Rules and requirements during assessment activities .................................... 4 2.3 Self-assessment activities.............................................................................. 5 2.4 Assignment and project details ...................................................................... 5 2.5 Glossary of unfamiliar terms / concepts / acronyms ....................................... 8 READINGS ........................................................................................................ 10 3.1 Prescribed Readings ................................................................................... 10 3.2 Recommended Readings ............................................................................ 10 GUIDELINES FOR STUDENTS ........................................................................ 10 ANNEXURE A .......................................................................................................... 12 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 1 1 LEARNING COMPONENT 1.1 Purpose of the Module To provide students with continued professional development and the reflective competences needed to take initiative and responsibility in an academic and professional context. 1.2 Module outcomes On successful completion of the module, students will be able to: Use elementary statistical information to critically reflect on teaching, learning and assessment processes in Mathematical Literacy Demonstrate the competence needed to use action research in Mathematical Literacy Reflect on teaching and learning experiences in Mathematical Literacy Critique curriculum policies in Mathematical Literacy Demonstrate the competence needed to link the epistemology of Mathematical Literacy with practice. Students will need to provide their own stationery for lecture note taking and for practical sessions. They will require a pen, pencil, eraser, sharpener and ruler. Ideally they should have their own laptop and an external hard drive or USB.UNIT 1.3 3 Chapter or Learning Unit breakdown 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 2 CONTENT 1. Mathematica l Literacy teaching and learning in school DATE OF COMPLETION Use elementary statistical information to critically reflect on WEEK 1 - 3 their teaching, learning and assessment processes and address complex problems applying evidence-based solutions. Test 1(Quizz) 2. Advanced development of pedagogical content knowledge 3. Classroom research in Mathematical Literacy 4. Curriculum policies in Mathematical Literacy Link the epistemology of Mathematical Literacy with practice. Addressing alternative pre- and misconceptions Assignment gather and process information. validate sources of information address complex problems applying evidence-based solutions and theory driven arguments. WEEK 6-7 Critique curriculum policies WEEK 8-10 TEST Assignment 5. Reflection on teaching and learning experiences in Mathematical Literacy WEEK 4- 5 (08 July-12 July) WEEK 11 Understanding the concept of reflection Looking into the different types Test 2 (sit-in) of reflection such as selfreflection, reflection as thinking and reflection as selfunderstanding 16th Oct-20 Oct 1.4 3 Revision and consolidation Arrangements for self-study Independent self-study of standard texts and references (study guides, books, journal articles). Contributes 5 notional hours and 12.5 % of learning time. 3SML400 MATHEMATICAL LITERACY 2024 EDUCATION 4 FET 3 Assignments contributes 5 notional hours and 12.5% of learning time. Arrangements for e-learning E-learning as part of independent self-study of specially prepared materials made available on Moodle (case studies, multi-media, etc.). Contributes 5 notional hours 12.5% of learning time. 1.5 2 ASSESSMENT COMPONENT ASSESSMENT PROCEDURES Assessment in this module will consist of Continuous Assessment (CASS) and Summative assessment (Examination). CASS will contribute 50% and the examination will contribute 50% to the final mark of 100%. Continuous Assessment (CASS) will take the form of assignments, tests and/or practicals. Additional assessments or other forms of assessment may be included to the advantage of the student. Students will be timeously informed of assessment dates. ASSESSMENT CRITERIA 2.1 In-class tests shall be written at the end of each learning unit Two assignments shall be given One terminal examination shall be written at the end of the year In-class tests and assignments shall constitute 50% of the student’s final mark The terminal examination shall contribute the other 50% Assessment Plan Test Format Learning Content Weighting TEST ONE Quiz Units 1-3 25 % Assignment Assignment Units 1-4 50% TEST TWO Units 4-5 25% Sit-in 100% 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 4 2.2 and requirements during assessment activities students will not be allowed to leave the venue while an assessment is being conducted. Plagiarism is a serious offence, and disciplinary action will be taken should a student be found guilty. 2.3 Self-assessment activities Revision questions Reflective reports Previous Question papers 2.4 Assignment and project details (a) All assignment must be typed out as follow: Arial to be used. Use 12 Point font, 1.5 line spacing, Insert Page numbers. Use the university approved assignment front page as provided in Annexure A, this should reflect your personal information. Make provision for a table of contents. Reference all outside sources that you use OR Assessing the work performance of students in assignments will be based on the quality of papers researched, written and presented. It must also be emphasized at this juncture that it is important for students to submit the assignments in time as late submissions by students will result in some marks being deducted, that is, 5% per day. Furthermore, it will be appropriate for 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 5 students to know that their written assignments will be assessed on the basis of the following. (b) Typing (5%) All students are encouraged to submit typed assignments. It is unthinkable at this stage that student can submit the work that is hand written. (c) Technicalities (17%) This involves the following: Giving appropriate topic to your assignment. Page numbering Correct numbering of headings Justification or alignment- recommended is full Spacing – recommended is 1.5. Font size recommended is 12 Arrangement of paragraphs Referencing System Acknowledgment of authors in the assignment e.g. Brille (2003) asserts that ……… or Brille (2003: 17) maintains: “… ............... ” (d) Assignment Arrangement and Outlook (5%) The outlook of your cover page with all the necessary information like your personal information, topic of the assignment, correct name of the module, lecturer offering the module, date of submission etc. (e) 3 Assessment Table Page Table of Contents Text Arrangement Originality (40%) 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 6 In this section, a student is assessed whether he or she can be original in terms of the following: Formulation of the assignment topic. Introducing the topic to be tackled Formulation of headings and subheadings students are further encouraged to make a sense out of any material or information that they have received from any information source before they commit themselves in including it in their assignment. CUT AND PASTE IS UNACCEPTABLE unless it is acknowledged. In essence cut and paste can subject your assignment to 0%. PLAGIARISM IS HIGHLY DISCOURAGED. In writing assignments, students are discouraged in using the first person e.g. “Ï” or “we”. It is recommended that one can say: ‘This paper in”; or “This assignment is” (f) Coherence (20%) A good assignment is characterized by the logical flow of thoughts from one sentence to another and from one paragraph to another etc. In some cases you have to show how the paragraph is related to the main topic. (g) Reference List/ Bibliography (17%) At the end of an assignment, you should give a list of all the sources you have referred to. Your reference list/bibliography must provide full and accurate details, as it is how the reader can follow up your sources. It is the policy of the department that any written assignment or written group activity must have at least ten references from different sources. It is also important that all referenced books must have been acknowledged in the body of the assignment. Please acquaint yourselves with the correct method of referencing. . There are two crucial rules that relates to referencing when it comes to the Department of Maths, Science and Technology Education. The rules as adapted from http://www.canberra.edu.au/studyskills/writing/sources(2013) are as follows: 3 i) At the end of an assignment, you should give a list of all the sources you 3SML400 MATHEMATICAL LITERACY 2024 EDUCATION 4 FET 7 have referred to. Your reference list/bibliography must provide full and accurate details, as it is how the reader can follow up your sources. ii) There is more than one way to acknowledge your sources; the commonest systems are the footnoting system and the Author-Date system (often known as the Harvard system). Most lecturers at the University of Canberra now prefer the Author-Date system. But whichever system you use, you must follow it consistently. The Department of MATHS SCIENCE AND TECHNOLOGY EDUCATION. is using the APA referencing system. You are requested to acquaint yourself with this system. Some of the examples of this referencing are listed below or can be found in your departmental handbook e.g. 2.5 Glossary of unfamiliar terms / concepts / acronyms COURSE OUTLINE/SCHEME OF WORK/MODULE OUTLINE: Course/Module outline/Schemes of work represent a contract between the lecturer and student stipulating the requirements for each course: its aims, learning outcomes, course requirements and assessment. LEARNER/STUDY GUIDE: A learner/study guide helps in organising lecture notes and textbook material so that students can increase their comprehension and memory of large amounts of information. Specific outcomes on topics covered, the summary of content, as well as revision questions are included. TUTORIAL: A tutorial is an interactive method of transferring knowledge in the learning process. A tutorial seeks to teach by example and supply the information to complete a certain task. PRACTICAL: A practical is a lesson in which theories and procedures learned are applied to the actual making or doing of something. FORMATIVE ASSESSMENT: The goal of formative assessment is develop and monitor student learning to provide ongoing feedback that can be used by lecturers to improve their teaching and by students to improve their learning. 3 SUMMATIVE ASSESSMENT: The goal of summative assessment is to evaluate 3SML400 MATHEMATICAL LITERACY 2024 EDUCATION 4 FET 8 student learning at the end of an instructional unit by comparing it against some standard or benchmark. GENERIC OUTCOMES: These are critical cross-field outcomes that inform all teaching and learning as stipulated by SAQA Regulations. Each module should enable students to: work effectively as individuals and with others as members of a team; organise and manage themselves and their activities responsibly and effectively. identify and solve problems and make decisions using critical and creative thinking. collect, analyse, organise and critically evaluate information. communicate effectively using visual, symbolic and/or language skills in various modes. use science and technology effectively and critically showing responsibility towards the environment and the health of others; and demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. SPECIFIC/MODULE OUTCOMES: Learning outcomes are statements of what students will learn in a lecture. Each lecture has its specific outcomes. The statements are focused on student learning. 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 9 3 READINGS 3.1 Prescribed Readings and Recommended Readings Department of Basic Education. Mathematics: Intermediate Phase (Grades 4-6). Curriculum and Assessment Policy Statement (CAPS). Department of Education, 2003. National Curriculum Statement Grades 46 Mathematics. Elementary Statistics for Business and Economics by Carin Lombard, Linda van der Merve, Tumo Kele, Sarie Mouton, Tumo Kele, Sarie Mouton. Revised edition 2012 A Handbook of Learning Analytics Editors: Siemens, Alyssa Wise (2017) Charles Lang, George MATERIALS NEEDED FOR THE MODULE Stationery, access to computers and the internet. 4 GUIDELINES FOR STUDENTS 4.1 This Student Guide contains important information relevant to the module. Please read through it carefully and ensure you have a thorough understanding of what is expected of you for this module. 4.2 Only typed assignments will be accepted and these are to be submitted online on Moodle with result of the plagiarism test from Turnitin. No hand written and hand delivered assignments will be accepted. 4.3 Assignments submitted after the due date and time will be treated as follows:will not be marked. 4.4 The following resource are available on Moodle Study-guide, Self-study material, Guide for practical and Assignments 4.5 Consultation bookings can be done on Moodle as follows: Make use of the message feature to request consultation time. 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 10 ANNEXURE A FINAL% FACULTY OF … DEPARTMENT OF … ASSIGNMENT COVER SHEET MODULE TITLE MODULE CODE ASSIGNMENT TOPIC LECTURER NAME DUE DATE NON - PLAGIARISM DECLARATION I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive use of another person’s ideas without proper acknowledgement (which includes the proper use of quotation marks). I know that plagiarism covers this sort of use of material found in textual sources and from the Internet. I acknowledge and understand that plagiarism is wrong. I understand that my research must be accurately referenced. I have followed the rules and conventions concerning referencing, citation and the use of quotations as set out in the Departmental Guide. This assignment is my own work, or my group’s own unique group assignment. I acknowledge that copying someone else’s assignment, or part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of passing it off as their own work. By signing this cover sheet, I agree that I have read and understood the above. I acknowledge that should it be found to be higher than the acceptable similarity percentage, I may receive 0 (ZERO) for my assignment. STUDENT’S NAME STUDENT NO. SIGNATURE LECTURER REMARKS 3 3SML400 MATHEMATICAL LITERACY EDUCATION 4 FET 2024 11
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