Primary Mathematics Education 1

This subject has the following teaching availabilities in 2009:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject provides an orientation to teaching mathematics in Victorian primary schools. Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of the topic Number from Prep to Year 6. They will consider Victorian curriculum documents and resources, lesson planning, classroom assessment, effective use of resources, and the importance of a balanced curriculum incorporating concepts, skills, applications and problem solving.

A research-informed analysis of the development of children’s mathematical understanding will provide insight into teaching strategies to cater for children’s individual differences and personalise their learning.

On completion of this subject, teacher candidates should be able to:

• Demonstrate knowledge of Number in the primary mathematics curriculum;
• Demonstrate an understanding of how children construct mathematical knowledge in Number ;
• Demonstrate knowledge of a range of teaching techniques to help school students develop mathematical understanding in Number;
• Demonstrate an ability to assess school students’ understanding in Number.

There are 2 assessment tasks:

• A 2 hour examination, end of semester (60%)
• A report (800 words) due mid semester (40%).

There are 2 hurdle requirements:

• Completion of weekly tasks.
• Both items of assessment must be satisfactorily completed.

• Zevenbergen, R., Dole, S., & Wright, R. J. (2004). Teaching Mathematics in Primary Schools. Allen & Unwin.
• De Klerk, J. (2007) Illustrated Maths Dictionary (4th edition). Pearson.
• Collection of readings

This subject is not available as a breadth subject.

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Be independent of mind, responsible, resilient, self-regulating.