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.
You must have successfully completed the following subject/s prior to enrolling in this subject
Study Period Commencement:
Not offered in 2013
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|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 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 and postcompulsory education.
Teacher candidates will consider curriculum resources for senior secondary mathematics, assessment, use of technology, 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. Proficiency Strands: Understanding, Fluency, Problem Solving, Reasoning.
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:
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:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategie
3.4 Select and use resources
5.1 Assess student learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
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|
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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