Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:July, Parkville - 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. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Prerequisites:|| You must have successfully completed the following subject/s prior to enrolling in this subject |
Study Period Commencement:
|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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorAssoc Prof Helen Chick
ContactEducation Student Centre
This subject will focus on the teaching of senior secondary mathematics in Victoria, and consider key issues in mathematics education which are relevant to the post-compulsory years. Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of years 11-12 mathematics. They will consider the provision of mathematics and numeracy for all school students, including in vocational education.
Teacher candidates will consider Victorian curriculum resources for senior secondary mathematics, assessment, use of graphics and symbolic calculators, use of school and state-wide data to improve school students’ learning, and the provision of a balanced curriculum incorporating concepts, skills, applications, modelling and problem solving. They will examine international data on students’ performance in mathematics, and appreciate features of teaching mathematics in Australia and other countries.
Teacher candidates will consider research evidence related to key issues of teaching mathematics such as: the role of technology, equity, individual differences, school student learning in particular topics, the need for computational fluency, the role of statistical literacy.
On completion of this subject, teacher candidates will be able to:
There are 3 assessment tasks:
There is 1 hurdle requirement:
|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 (Secondary) |
Master of Teaching (Secondary)
Download PDF version.