Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 24 hours. |
Total Time Commitment:
|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 Overview, Objectives, Assessment and Generic Skills sections of this entry.
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
This subject will focus on research and issues related to the teaching and learning of mathematics in primary and secondary classrooms through the use of problem solving and reasoning. Problem solving is seen as an approach to teaching mathematics, a way of doing mathematics and mathematical content in its own right. Problem solving and reasoning focus particularly on questions related to how we think mathematically and learn more deeply in a mathematical environment that emphasises big ideas in mathematics teaching. Topics include: trends in reasoning and problem solving research; attitudes to and conceptions of problem solving and reasoning; problem solving, reasoning and working mathematically; interdisciplinarity; assessment; developing challenging tasks to increase cognitive demand; managing the problem solving/reasoning classroom; teaching students to address a challenge; raising the level of mathematical competence required for informed citizenship and lifelong learning; increasing students’ confidence in using mathematics to solve problems; the role of technology in facilitating reasoning and problem solving.
On completion of the subject students will be able to:
There are three assessment tasks:
Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
Blum, W., Galbraith, P., Niss, M., Henn, H.-W. (Eds.). (2007). Modelling and applications in mathematics education, New ICMI Studies Series no. 10. New York: Springer.
Clarke, D. J., Goos, M., & Morony, W. (2007). Problem solving and working mathematically: An Australian perspective. ZDM—The International Journal on Mathematical Education, 39(5-6), 475-490.
Lesh, R., & Zawojewski, J. (2007). Problem solving and modelling. In F. Lester (Ed.), Second handbook of research o mathematics teaching and learning (pp. 763-804). Charlotte, NC: IAP.
Stillman, G. A., Brown, J. P., & Galbraith, P. L. (2008). Research into the teaching and learning of applications and modelling in Australasia. In H. Forgasz, A. Barkatsas,
A. Bishop, B. Clarke, S. Keast, W-T. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 141-164). Rotterdam, The Netherlands: Sense Publishers.
Stillman, G., Cheung, K-C., Mason, R., Sheffield, L., Sriraman, B., & Ueno, K. (2009). Challenging mathematics: Classroom practices. In E. Barbeau & P. Taylor (Eds.), Challenging mathematics in and beyond the classroom: The 16th ICMI study, New ICMI Studies Series no. 12 (pp. 243-283). New York: Springer.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Students completing this subject should be able to:
Master of Education (Stream 100B)Coursework |
Master of Education (Stream 150)
Master of Numeracy
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