Foundations of Mathematics Teaching

Subject EDUC90426 (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.


A pass in a mathematics subject at Year 12.



Recommended Background Knowledge:


Non Allowed Subjects:

Teacher candidates may not enrol in Learning Area - Mathematics 1, Learning Area - Mathematics 2, Learning Area - Mathematics (Additional) 1 or Learning Area - Mathematics (Additional) 2

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: H


Ms Lynda Ball


Education Student Centre

Subject Overview:

This subject provides an introduction to teaching years 7 - 9 mathematics in Victorian schools. Teacher candidates will develop pedagogical content knowledge of the mathematics curriculum, especially related to beginning Algebra, Number, Chance and Data, Functions and Equations. Teacher candidates will consider Victorian curriculum documents, lesson planning, effective use of resources (textbooks, technology), assessment and the provision of a balanced curriculum incorporating concepts, skills, applications and problem solving. They will consider strategies for developing school students’ understanding of place value, fractions, decimals and percentage which are essential for primary school transition. Teacher candidates will consider important pedagogical issues such as: questioning, selection of good examples, representations and models of mathematical ideas to widen their understanding of what good mathematics teaching should be at years 7-9.


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

  • demonstrate understanding of school students’ learning in years 7-9 mathematics;
  • demonstrate knowledge of the Victorian years 7-9 mathematics curriculum;
  • demonstrate the ability to plan effective mathematics lessons incorporating good teacher questions and appropriate examples, explanations and tasks;
  • critically analyse teaching resources;
  • demonstrate a knowledge of how to assess mathematical understanding.

There are 2 assessment tasks:

  • A report (2000 words equivalent) due mid-semester (50%)
  • A written assignment on diagnosis and remediation of school students’ mathematical misconceptions (2000 words) due end of semester (50%)

There is 1 hurdle requirement:

  • Teacher candidates will be required to demonstrate mastery in a mathematics test at Year 10 standard. They should prepare beforehand by working through current secondary school texts.
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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