Learning Area Mathematics (Additional) 2

Subject EDUC90460 (2012)

Note: This is an archived Handbook entry from 2012.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2012:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

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
Subject
Study Period Commencement:
Credit Points:
Corequisites: Co or pre-req
Subject
Study Period Commencement:
Credit Points:
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

Coordinator

Mr Peter Flynn

Contact

Education Student Centre
Subject Overview:

This subject will focus on teaching and learning issues associated with developing school students’ skills, strategies and dispositions for working mathematically. Themes to be considered include problem solving (including strategies and heuristics), mathematical modelling, extended investigations, real-world applications, integrating mathematics into other curriculum areas, project work, argumentation and conjecturing informal and formal proof, and the choice and use of technology to support mathematical work.

Teacher candidates will examine a number of theories and theoretical perspectives on mathematical learning and how they inform teaching towards working mathematically.

Objectives:

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

  • Demonstrate an understanding of problem solving strategies and how to help school students to develop problem solving ability;
  • Demonstrate an understanding of mathematical modelling and applications and their importance in school students’ mathematical learning;
  • Demonstrate the ability to foster school students’ skills in mathematical conjecturing and reasoning;
  • Demonstrate an understanding of selected learning theories in mathematics education.
Assessment:

There are 3 assessment tasks:

  • A report (1500 words) due early semester (37.5%)
  • A report (1500 words) due mid semester (37.5%)
  • An essay (1000 words) due end of semester (25%)


There is 1 hurdle requirement:

  • Completion of weekly tasks.
Prescribed Texts: None
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:
  • Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
  • 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;
  • Work in teams with skills in cooperation, communication and negotiation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base.

Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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