Note: This is an archived Handbook entry from 2009. Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2009:Semester 2, - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
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
CoordinatorVicki Ann Steinle
Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of the topics of Space, Structure, Working Mathematically, Measurement, Chance and Data from Prep to Year 6.
Teacher candidates will review and critique curriculum resources for primary mathematics and construct lessons to achieve specific learning outcomes in these topics. They will analyse lessons to identify teaching that promotes school students’ mathematical thinking and builds problem solving capacity and higher order thinking skills.
Teacher candidates will consider research evidence related to key issues of teaching mathematics such as: the role of calculators and ICT, the role of numeracy in access to schooling and workplace success, equity, individual differences, and school student learning in particular topics. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning
On completion of this subject, with respect to the topics of Space, Structure, Working Mathematically, Measurement, Chance and Data, teacher candidates will be able to:
There are 2 assessment tasks:
There are 2 hurdle requirements:
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to: |
Master of Teaching (Primary) |
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