Key Issues In Mathematics Education
Subject 485-850 (2009)
Note: This is an archived Handbook entry from 2009. Search for this in the current handbook
| Credit Points: | 25.00 | ||||||||||||
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| Level: | 9 (Graduate/Postgraduate) | ||||||||||||
| Dates & Locations: | This subject has the following teaching availabilities in 2009: Semester 2, - Taught on campus.
Timetable can be viewed here. For information about these dates, click here. | ||||||||||||
| Time Commitment: | Contact Hours: 36 hours Total Time Commitment: Not available | ||||||||||||
| Prerequisites: | None | ||||||||||||
| Corequisites: | None | ||||||||||||
| 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 |
Coordinator
Prof David John Clarke| Subject Overview: | The consideration of issues affecting the direction of contemporary mathematics education. In particular, those issues specific to curricular developments in Victoria are distinguished from those which reflect national or international trends. Possible topics include: changing curricular content priorities; the impact of technology on the school mathematics curriculum; mathematical disadvantage within the school mathematics curriculum and in society in general; contemporary theories of mathematics learning and their implications for classroom practice; the assessment of mathematics learning and teaching in schools; the place of mathematics in the contemporary school curriculum and in the practices of the broader community. |
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| Objectives: | Information not available |
| Assessment: | An oral presentation and accompanying 2,000 word paper (40 per cent) and a 6,000 word written project (60 per cent). |
| Prescribed Texts: | None |
| Breadth Options: | This subject is not available as a breadth subject. |
| Fees Information: | Subject EFTSL, Level, Discipline & Census Date |
| Links to further information: | www.edfac.unimelb.edu.au |
| Related Course(s): |
Doctor Of Education Doctor of Education Master of Education (Stream 100A) Coursework and Thesis A Master of Education (Stream 100B)Coursework Master of Education (Stream 150) Major Thesis Master of Education (Stream 150A) Coursework and Thesis A Master of Education (Stream 150B) Coursework |
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