Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2014:July, Parkville - Taught 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.
Study Period Commencement:
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.
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
CoordinatorMs Helen Norbury
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
Teacher candidates will analyse the development of key concepts in primary mathematics and identify critical progression points for children’s learning. They will identify the importance to progress of factors such as computational fluency and number sense, encapsulation of processes as concepts, confidence in learning and metacognitive skills. They will consider typical conceptions and misconceptions held by children, their likely causes, and teaching strategies for changing them.
There will be an in-depth study of Australian early years numeracy programs and the major intervention programs.
Teacher candidates will investigate the design and use of targeted diagnostic tools to evaluate mathematical understanding, and will identify the advantages and limitations of particular assessment items for monitoring children’s procedural and conceptual knowledge. Teacher candidates will examine teaching strategies to address identified learning needs. They will learn to interpret children’s mathematical responses, and devise appropriate teaching.
Teacher candidates will consider assessment schemes for children’s understanding (e.g., early years interview, AIM) and the use of school and state-wide data to improve school students’ learning. They will work together to design and test plans for improvement.
On completion of this subject teacher candidates will be able to:
There are 2 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:
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