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Context
The school the Unit was originally taught in was Cambridge Park High School
(CPHS).
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Abstract
Applications of calculus to the physical world is a Stage 6 HSC Unit that relates the
study of calculus to real-world examples and scenarios. It uses a range of topics, such
as logarithmic functions, integration, differentiation and geometry, which is covered
in the Stage 6 syllabus to solve calculus related problems. The aim and purpose of this
report is to suggest changes to the Unit that was taught at Cambridge Park High
School, to teach it in a different context. The new context is a boys only school in
Western Sydney, with at least five students who have English as an additional
language. This involves making significant changes to the Unit outline and justifying
these adjustments using academic literature.
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Introduction and Background Information
The Unit was taught to a Year 12 HSC class that consisted of five students; three boys
and two girls. The students had a mixed range of abilities.
The new context that this Unit will be taught in is an all boys school that is located in
Western Sydney. The Year 12 class will have 30 students, with at least five who have
a language background other than English. The aim of the changes that will be
outlined in the reconstruction of the Unit is to improve the numerical capabilities,
engagement, academic outcomes and overall wellbeing of students in a different
context, using recent and relevant literature to justify these changes.
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Table of Contents
Cover page...1
Context.....1
Abstract....2
Introduction and background information...3
Part A: Original teaching documentation5
Original scope and sequence..5
Original Unit outline..7
Part B: Comparative table of suggested program alterations..8
Comparative table..8
Part C: Reconstructed Unit....10
Reconstructed scope and sequence..10
Concept map12
Reconstructed Unit outline..13
Part D: Professional report19
Professional report: recommendations with evidence based reasoning......19
References.24
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Part A: Original teaching documentation
5
6
Original Unit outline
7
Part B: Comparative table of suggested program alterations
Comparative table
Areas of concern within the unit Suggested unit alterations Research supporting alterations
There is no mention of using Integrate the use of The use of technology within the
technology within this unit of technology into the unit into mathematics classroom has a
work. The connection between sketching, exponential positive impact on success,
technology use and syllabus growth and rates of change of motivation and understanding of
content is not there. a physical quantity to achieve mathematical concepts (Bakar,
curriculum and syllabus Ayub, Luan & Tarmizi, 2010;
outcomes. Eyyam & Yaratan, 2014)
Learning sequences in this unit are Adding in weekly learning Wiggins & McTighe (2005)
absent. There is no general idea of sequences, which are to be suggest a three stage backward
what will be covered each week. used as a general idea of design planning process. This
what will be taught and involves designing a sequence of
understood by the learners lessons or weekly plans with the
each week. When designing aim of students developing deep
lesson sequences, the end understanding of the concepts
goal will be in mind. taught. The outcomes of the Unit
create the path for learning
sequences.
The only resource being used to Mathematical concepts in all Kajander & Lovric (2009) argue
teach this unit, according to the units, not just applications of that textbooks often support
unit outline, are textbooks. There calculus to the physical misconceptions in mathematics.
is no inquiry-based learning, world should be taught in a They do not teach in a deep,
hands-on activities or conceptual conceptual way; inquiry- thought-provoking manner that
understanding that is taking place. based learning, teacher provides conceptual
explanations, visuals, videos understanding, but rather teaches
and hands-on learning to students to follow a procedure. In
name a few. addition, according to Gurian &
Stevens (2017) teaching using
hands-on strategies and inquiry-
based learning can help to engage
boys and increase their
educational success. Using visuals
and inquiry-based learning can
assist students with English as an
additional language in
understanding and improving their
outcomes (Department of
Education and Early Childhood
Development, 2014).
The current unit has no section for In order to improve Reflecting upon teaching practices
a reflection on how the unit was numeracy outcomes for and strategies is a successful way
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taught and what changes could be students and improve the to improve teaching and learning
made for the next time it is taught. teaching of the unit each time within the classroom (Stngu,
it is taught, a section for 2012).
reflection should be put in at
the end of the unit.
The current unit has no threshold Adding in a concept map for Land, Meyer & Flanagan (2016)
concept development. There is no applications of calculus to claim that threshold concepts are
bigger picture about what the the physical world. This fundamental understanding that sit
end point is for this unit, and what visually shows all the main at the heart of a body of
steps to take to get there. themes and concepts that knowledge, or a unit of work.
need to be understood in Students need to understand these
order to develop a deep concepts in order for the core
understanding of the whole topic to make sense.
unit.
The current unit has no evidence Unit plan should have a NESA (2017) argues that
of differentiating for different range of activities and differentiating programs and unit
learning needs. strategies to cater to a wide outlines provides students with an
range of learning abilities and opportunity to explore, engage,
styles. experiment, demonstrate and
develop higher-order thinking
skills in a way that makes sense to
them.
Formative assessment is not Unit plan should incorporate According to Brookhart (2010)
present in this unit. There is no a section for formative formative assessment is useful in
evidence of checking student assessment. finding out where the students are
understanding and progress. in terms of understanding and to
find out how they are progressing.
When teachers check student
progress, both achievement and
motivation increase.
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Part C: Reconstructed unit
Reconstructed scope and sequence*
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*Note: this scope and sequence has not been changed from the original
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Concept map
12
Reconstructed unit outline
Syllabus outcomes
- Understanding of the key concepts of calculus and the ability to differentiate and
integrate a range of functions
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- The ability to interpret and communicate mathematics in a variety of forms
Learning sequence 1
Content Teaching, learning and Resources Differentiation
assessment
Students: - Use visual prompts - Rulers - Teacher provides visual
- Calculus bingo - Fitzgerald and non-visual cues.
- Learn that a rate of change is a - Worksheet: textbook: - Students are given a
derivative with respect to time, https://sites.math.washington.edu Chapter 19 range of ways to express
and uses mathematical /~ep2/classes/124/Worksheets/W their answers; drawings,
reasoning to explain this S3SOL.pdf (excellent for explanations or writing it
relationship (H2, H9) conceptual understanding) down.
- Use the derivative to - GeoGebra to sketch and - Provide students with an
determine the features of a visualise graphs opportunity to explain (in
graph (H6, H9) - Differentiation square saw a way that they
- Use the features of a graph to - Teacher will assess student understand) the
deduce information about the understanding by checking relationship between
derivative (H7, H9) student work, asking questions, displacement, velocity
exit slips and via classroom and acceleration.
- Draw sketches of Q and
observation. - Students can write
and constructs arguments to
down, draw or orally
justify their results (H2)
explain as their exit slip.
Learning sequence 2
Content Teaching, learning and assessment Resources Differentiation
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- Solve problems to different
relating to exponential learning styles
growth and decay (H2,
H3, H9)
Learning sequence 3
Content Teaching, learning and Resources Differentiation
assessment
Students: - Use visual prompts - Fitzgerald - Provide students with
- Displacement, velocity and Textbook: an opportunity to
- Learn that velocity acceleration can be explained by Chapter 19 explain (in a way that
and acceleration are the throwing a tennis ball, showing a - Tennis balls they understand) the
rates of change of video of a car or a roller coaster. - YouTube relationship between
displacement and - Inquiry-based learning activity: displacement, velocity
velocity respectively, https://www.lcps.org/ and acceleration.
and explain this cms/lib4/VA01000195/Centricity/ - Students can write
relationship (H2, Domain/3565/Calc%20Project%2 down, draw or orally
- Learn about different 0Q1%20pva%201112.pdf explain as their exit
notations relating to - Use GeoGebra to show the slip.
rates of change: relationship between displacement,
2 velocity and acceleration.
, , , 2 , , and uses
- Teacher assesses student
these when understanding by asking questions,
communicating through responses on exit slips,
mathematical ideas. observation and by checking
- Explain the student work.
significance of negative
displacements,
velocities and
accelerations
- Solve problems
involving displacement,
velocity and
acceleration, given
various initial
conditions (H1, H4, H5,
H9)
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(H1, H2, H3, H4, H5, H6, H7, H9). roller coaster Textbook: down.
- Students are to use at least five - Use visual prompts to Chapter 19 - Students are
different functions that can be explain project - Online able to use a
connected on the roller coaster (five - Teacher assesses student learning range of methods
different pieces) (H1). understanding by checking resources (for to design and
- The graph must be continuous student work, asking example, videos, graph their roller
and differentiable everywhere (H9). questions, reading their journals) coaster.
- Students must write a report and responses and through
explain their choices and justify observation.
why it works (H2, H9).
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Evaluation of unit
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Part D: Professional Report
The Unit that is being taught Applications of Calculus to the Physical World has a
number of changes that could be implemented, to improve the numeracy capabilities
of the students in the new context. While improving literacy and personal capabilities
is of utmost importance, this Unit reconstruction focuses solely on improving the
numeracy capabilities of students, as it is a mathematics classroom. Further, this
reconstruction and report focuses on the most important aspects that are to be changed
in order to improve teaching and learning. There was no need to change the original
scope and sequence, as there were significantly more pressing issues that related to
the Unit outline that were to be fixed. There are some difficult concepts within this
Unit, and four weeks is a sufficient amount of time to cover this Unit in.
The changes made to the Unit outline are based on the Understanding by Design
Framework, which focuses on a three-stage backward design process (Wiggins &
McTighe, 2005). This is based on the notion that programs and units should be
constructed by backward designing, that is, knowing the outcomes and tailoring and
designing the program to meet them. The purpose of the Unit reconstruction was to
improve results and outcomes, engagement and academic successes in the new
context; a boys only school, with at least five students who have English as an
additional language (Wiggins & McTighe, 2005). The aim was to focus on what the
desired learnings and outcomes are, and use this to design a Unit that is tailored to
achieving these outcomes. For example, the NSW Syllabus outcomes that are being
measured and achieved in this Unit, not only relate to understanding concepts, they
also expect students to be able to explain their reasoning and justify their answers.
With this in mind, the reconstructed Unit outline was therefore designed to have
various questions asking to explain and justify, students findings. This is because
conceptual understanding in mathematics facilitates learning more than conceptual
understanding does, as it promotes deeper thinking and understanding (Boaler, 2009).
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with Understanding by Design, as technology was included to facilitate students
understanding of the why of mathematics, and not just the how, in order to achieve
the Syllabus outcomes. In addition, according to Bakar et al. (2010) technology in the
mathematics classroom has proven to be an effective tool for enhancing teaching and
learning. One major benefit of incorporating technology, such as Microsoft Excel and
Geogebra, is that these technologies allow students to visualise mathematical concepts
that are difficult to imagine when using traditional teaching methods (Bakar et al.,
2010). This is of particular benefit for students who have English as an additional
language, as they are able to visualise concepts, which is key in improving their
learning outcomes and successes (Department of Education and Early Childhood
Development, 2014). It is important to note that the use of technology is not just of
benefit within the Unit Applications of Calculus to the Physical World and that
throughout the whole academic year, technology should be incorporated in all Units
in order to improve learning outcomes.
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shown to improve the engagement, outcomes and academic successes of both boys
and students with English as an additional language (Department of Education and
Early Childhood Development, 2014; Gurian & Stevens, 2017). Further, according to
Haciomeroglu & Chicken (2012) boys enjoy problem solving in high school calculus,
which is another reason why inquiry-based learning should be included in this Unit
outline.
The reason for the inclusion of a concept map was due to the argument by Land et al.
(2016) who claim that threshold concepts are fundamental when teaching a body or
unit of work. Understanding these concepts is crucial in understanding the core topic
as a whole. Teachers can use this concept map to ensure that they are teaching all
relevant topics and concepts that relate to the understanding of the Unit as a whole.
This is vital in ensuring that the numeracy capabilities of students in this context are
improved. This ties in with Understanding by Design (Wiggins & McTighe, 2005) as
it is about backward design knowing what students have to understand in order to
comprehend the Unit as a whole. Realistically, concept maps should be used across all
Units in mathematics, as they map out everything that students are to know and
understand in order to fully comprehend the Unit.
The summative assessment tasks for this Unit were not changed. This is because it is
a Higher School Certificate Unit, and the assessment tasks include Trials and final
exams, whereby student understanding is assessed within these. However, formative,
in-class assessment was added to the reconstructed Unit. Broemmel, Jordan &
Whitsett (2015) claim that the purpose of assessment is to ensure student success and
understanding. It is a vital component in the effort to improve educational outcomes
for students (Guskey, 2003). The purpose of assessment is to ensure learning goals are
being met, and this is what the aim of adding in formative assessment to this Unit
outline was. In addition, there is a range of ways that students can show their
understanding; verbally, written or by drawing. This caters to the needs of boys as
well as students who have a language background other than English, whereby both
groups tend to be more visual (Department of Education and Early Childhood
Development, 2014; Gurian & Stevens, 2017).
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Further, differentiation was added to the reconstructed Unit outline, as a way to cater
for the learning needs of a range of students (Tomlinson & Allan, 2000; NESA,
2017). While the new context is for a boys only school that has a few students with
English as an additional language, among this group there will still be students who
learn differently. Differentiated activities and instruction help address the learning
needs of academically diverse learners, to ensure that they meet outcomes, are
academically successful and engage within the learning. Within this reconstructed
Unit it is of utmost importance, as the main goal is to improve the numerical
capabilities of the students in the classroom. In a class full of 30 students, it is highly
unlikely that two students will learn effectively in exactly the same way (Tomlinson
& Allan, 2000), and as a result, differentiation and a range of learning activities is
crucial to ensure that the learning needs of all students are met and students are
engaged.
The original Unit outline had no learning sequences. The reconstructed Unit outline
incorporated four learning sequences that will take four weeks to cover (roughly one
per week). The reason for restructuring it this way relates to Understanding by Design
(Wiggins & McTighe, 2005), whereby having a clear picture of the desired learnings
and outcomes that are to be achieved makes for effective teaching and understanding,
and a pathway in which to follow.
Finally, in the reconstructed Unit, there is a section at the end for the evaluation of the
Unit once it is taught. This is crucial, as this will inform future practice and allows
teachers to reflect upon the effectiveness of their teaching (CESE, 2015). The purpose
of this is to guide future practice and to improve teaching strategies each time the Unit
is taught, in order to cater for the needs of students, improve their numerical
capabilities and academic success. This argument is justified further by Stngu (2012),
who claims that reflective practices used within teaching is an effective practice that
brings a range of benefits for both teachers and students. It is important to note that
reflecting on teaching practices is not only important in this Unit, and is
recommended across all units in the academic year. There are constantly new ways of
doing things, new technology to use and different contexts to cater for, which is why
reflection is necessary for all units.
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In conclusion, the Unit outline has been reconstructed to incorporate strategies to
improve the numerical capabilities of students in the new context. These changes are
evidence-based and work to improve the learning outcomes, academic success and
engagement of these students. Using the Understanding by Design Framework and
backward design, the reconstructed Unit outline has a pathway and teaching strategies
to follow in order to achieve the outcomes, engage with the learning and achieve
academic success in this Unit.
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References
Bakar, K.A., Ayub, A.F.M., Luan, W.S. & Tarmizi, R.A. (2010). Procedia Social
and Behavioral Sciences, 2(2), 4650 4654. doi: 10.1016/j.sbspro.2010.03.744
Boaler, J. (2009). Elephant in the Classroom: Helping Children Learn and Love
Maths. London: Souvenir Press.
Broemell, A.D., Jordan, J. & Whitsett, B.M. (2015). Learning to be Teacher Leaders:
A Framework for Assessment, Planning and Instruction. New York, United
States of America: Taylor & Francis.
Centre for Education Statistics and Evaluation (CESE). (2015). What works best:
Evidence-based practices to help improve NSW student performance. NSW
Government: CESE. Retrieved August 20, 2017, from:
https://www.cese.nsw.gov.au/publications-filter/what-works-best-evidence-
based-practices-to-help-improve-nsw-student-performance
Kajander, A. & Lovric, M. (2009). Mathematics textbooks and their potential role in
supporting misconceptions. International Journal of Mathematical Education in
Science and Technology, 40(2), 173 181. doi: 10.1080/00207390701691558
Land, R., Meyer, J.H.F. & Flanagan, M.T. (Eds.). (2016). Threshold Concepts in
Practice. Rotterdam, Netherlands: SensePublishers.
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New South Wales Education Standards Authority (NESA). (2017). Differentiated
Programming. NESA. Retrieved August 20, 2017, from:
https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/
New South Wales Education Standards Authority (NESA). (2008). Mathematics 2/3
Unit Years 11 12 Syllabus. NESA. Retrieved July 18, 2016, from:
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/maths23u_syl.pdf
Stngu, M.M. (2012). Reflexive practice in teacher education: facts and trends.
Procedia Social and Behavioral Sciences, 33, 617 621. doi:
10.1016/j.sbspro.2012.01.195.
Tomlinson, C.A. & Allan, S.D. (2000). Leadership for Differentiating Schools &
Classrooms. Virginia, United States of America: ASCD Publishing.
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