Brendan Passmore

EVIDENCE: Stage 5.2 Trigonometry Unit Plan

The above image is a screenshot from the attached stage 5.2 trigonometry unit plan.

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The Australian Association of Mathematics Teachers, 2006, describes effective mathematics teachers as instructors who are ‘sensitive and responsive to all aspects of the context in which they teach. This is reflected in the learning environments they establish, the lessons they plan, their uses of technologies and other resources, their teaching practices, and the ways in which

they assess and report on student learning.’

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The unit plan presented strives to deliver a series of lessons which provide for a range of student abilities, characteristics and needs. Informed by research, the lessons emphasise mastery and effort, in a challenging and safe learning environment.

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Being involved with the CSU and James Fallon professional practice partnership provided me with the opportunity to develop a foundation of resources and experience. Whilst on placement, I had the opportunity to plan several units of work. One of which was for a stage 5.1 mathematics classroom. The unit plan introduced students to trigonometry with a focus on real world applications and engaging activities. The unit plan was exceptionally well received, with students average scores for the stage 5.1 summative assessment being markedly higher than in any other unit. I then adapted much of the unit plan to teach a stage 5.2 mathematics classroom, which is the unit plan attached.

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Identified within each of the lesson plans, are opportunities for students to develop mastery of concepts and effort. Bobis, Anderson, Martin and Way, 2011, suggest achievement goal theory as an explanatory framework to be used within the classroom. ‘A model for mathematics instruction to enhance student motivation and engagement’, 2011, presents a study which explored the connection between students’ mastery, performance-approach and performance-avoidance goal orientations. A mastery goal orientation is found to consistently predict achievement across a range of demographic variables.

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Lessons which cater for diverse learning styles and abilities are more likely to engage students in learning and encourage a mastery goal orientation (Goos, 2007, p.381). The planned trigonometry includes a range of activities designed to provide meaningful challenge for all students. Activities include, cooperative learning strategies, ICT presentations, interactive software and a technology based project. Problem solving questions are authentic and meaningful, allowing students to demonstrate proficiency in working mathematically (BOSTES, 2012).

 

Furner & Gonzalez-DeHass, 2011, identify the importance of students’ mastery goal orientation in relation to mathematics anxiety. The provided research indicates that classroom practices can influence the goals students adopt (Furner & Gonzalez-DeHass, 2011, p.227). The unit plan strives to develop a mastery-orientated classroom by purposefully developing students’ self-efficacy, the types of evaluations and formative assessment, which all emphasise effort over results.