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.
Study Period Commencement:
|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.
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
This subject provides an orientation to teaching mathematics in Victorian primary schools. Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands from Prep to Year 6:
Within this content strand, teacher candidates will analyse the development of key concepts in primary mathematics and identify critical progression points for children’s learning. They will consider typical conceptions and misconceptions held by children, their likely causes, diagnostic tools to diagnose them and teaching strategies for changing them.
Teacher candidates will be introduced to assessment schemes for children’s understanding (e.g., Mathematics Online Interview, NAPLAN) and the use of school and state-wide data to improve school students’ learning in the content strand Number and Algebra. The four proficiency strands will be introduced and teacher candidates will identify the advantages and limitations of particular assessment items for monitoring children’s understanding and fluency.
Teacher candidates will consider Victorian and Australian curriculum documents and resources, lesson planning, classroom assessment and effective use of resources.
Teacher candidates will consider important pedagogical issues such as: questioning, selection of good examples, representations and models of mathematical ideas. By widening their appreciation of exemplary mathematics teaching, teacher candidates are expected to develop reflective mathematics teaching practices.
On completion of this subject, with respect to the strands above, teacher candidates will be able to:
There are two assessment tasks, both assessment tasks must be passed:
There are two hurdle requirements:
|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:
|Links to further information:||http://education.unimelb.edu.au/study_with_us/become_a_teacher/primary|
Master of Teaching (Primary) |
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