Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject is not offered in 2013.
|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:||None|
|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: Hhttp://www.services.unimelb.edu.au/disability/H
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
This subject provides an introduction to teaching Years 7-9 mathematics in Victorian schools. Teacher candidates will develop pedagogical content knowledge of the mathematics content strands in the Australian curriculum, especially related to Algebra, Number, Statistics and Probability. In particular, in Number, they will consider strategies for developing school students’ understanding of place value, fractions, decimals and percentages.
Teacher candidates will consider curriculum (AusVELS) documents, lesson planning, effective use of resources (e.g. textbooks, technology), assessment and the provision of a balanced curriculum incorporating the four proficiency strands in the Australian curriculum: Understanding, Fluency, Problem Solving and Reasoning.
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:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
There are two assessment tasks:
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
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)
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