Mathematics: Quality Teaching

This subject has the following teaching availabilities in 2015:

The pre-teaching preparation period for the Augustavailability commences on 27/07/15. During the pre-teaching period, students will be required to complete reading that will be provided via LMS.

170 hours

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 Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject will address quality teaching in mathematics and numeracy from theoretical, empirical and practical perspectives. Topics will include: research into quality mathematics teaching, including local and international studies of good teaching practice such as TIMSS Video Studies and in Learner’s Perspective Study; how good teaching varies between countries; research into the links between teacher’s knowledge and student learning; standards for quality numeracy teaching; critique of practical activities that exemplify instructional practices advocated on the basis of either theory, empirical research or agreed standards. The examples used will draw upon extensive video resources.

On completion of the subject students will be able to:

• demonstrate a knowledge of current theory and research regarding knowledge required for teaching mathematics;
• demonstrate a knowledge of theories of learning and instruction relevant to the teaching of mathematics;
• demonstrate familiarity with local and international research into mathematics teaching;
• demonstrate familiarity with national and international attempts to develop standards for mathematics teaching, the premises upon which these standards are based, and the issues associated with the promotion of quality teaching using standards;
• describe classroom activities and teaching actions that illustrate different aspects of quality mathematics teaching;
• demonstrate familiarity with a variety of approaches to teacher professional development and discuss, in an informed manner, the relative merits of these approaches for the promotion of quality mathematics teaching.

There are two assessment components:

• A 10 minute practical group demonstration (500 words equivalent) with a one page outline (500 words); 5 minute individual oral presentations (500 words equivalent) identifying one aspect of the classroom activity and an accompanying two page document (1000 words) that gives a brief, scholarly justification of the characteristics of quality mathematics teaching in relation to their chosen aspect (40%, mid semester)
• A theoretical paper of 3,000 words, exploring an aspect of quality mathematics teaching (eg teacher questioning). The paper should report both theory and research related to the chosen aspect and conclude with criteria by which it can be evaluated. (60%, end of semester, 3,000 words).

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.

This subject is not available as a breadth subject.

Students completing this subject will be able to

• demonstrate a superior knowledge and understanding of educational theory and practice in general and in a specialised area in particular;
• express informed opinions about particular areas of current educational interest;
• have an understanding of the theory and practice of educational research needed to evaluate research literature and carry out appropriate research activity;
• make effective use of the findings of educational writings and research in addressing professional problems;
• have the depth of knowledge and understanding that will enable them to be a resource for colleagues in particular professional situations;
• demonstrate an appreciation of professional responsibilities and ethical principles which should characterise leaders in the education profession.