Postgraduate Certificate in Mathematics and Mathematics Education

Course 668BB (2012)

Note: This is an archived Handbook entry from 2012.

Year and Campus: 2012 - Parkville
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Level: Graduate/Postgraduate
Duration & Credit Points: 50 credit points taken over 12 months full time. This course is available as full or part time.


Dr Helen Chick


Education Student Centre

Alice Hoy Building

Course Overview: The Postgraduate Certificate in Mathematics and Mathematics Education was developed to provide tertiary studies in mathematical statistics, discrete mathematics and mathematical modeling for teachers of Years 11 and 12. The course includes a sub-major sequence in Mathematics, which fully qualifies graduates for appointment and promotion to Mathematics positions in Victorian secondary schools.
Objectives: The course aims to improve the quality of mathematics teaching in schools, particularly in Year 11 and 12 in the areas of mathematical statistics, discrete mathematics and mathematical modeling.On completion of the course, students should be able to:
  • demonstrate increased effectiveness in classroom teaching in Year 11 and 12 mathematics in the areas of mathematical statistics, discrete mathematics and mathematical modeling;
  • disseminate the new knowledge in the above areas to other teachers in their schools and foster an appropriate awareness of these areas of mathematics in other years in their schools.
Course Structure & Available Subjects: Students are required to successfully complete the two 25-point compulsory subjects
Subject Options:

Both subjects within this course are offered on campus and in external (online) mode of delivery, therefore, it is possible to undertake the entire course externally.

Study Period Commencement:
Credit Points:
Entry Requirements: An applicant may be eligible for entry into the Postgraduate Certificate in Mathematics and Mathematics Education if the applicant has:
  • completed an approved degree, with at least a first-year subject incorporating calculus, and an approved teaching qualification; or
  • completed an approved four-year teaching degree with at least a first-year subject incorporating calculus; or
  • completed an approved equivalent qualification which is recognised by the Faculty as evidence of adequate preparation for the course and has a record of professional or teaching experience in a field and at a level acceptable to the Faculty.
Core Participation Requirements:

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

  1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
  2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
  3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

    In courses requiring students to undertake practicum placements
  4. The ability to undertake professional practice placements independently, including:
    a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
    b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
    c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
    d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
    e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
    f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
    g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Graduate Attributes: The University's general graduate attributes are located on the Office of the Provost's website:
Links to further information:

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